w 

OF 
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Jlltnats 

Mxit  formal  llmucrsiftj 

Mormal 


COURSE  OF  STUDY 


AND 


Outlines  of  Work 


OF 


illinois 
State  Normal  University 

NORMAL,  ILLINOIS 
1893 


rAGRAPH     PRINTING    AND    STATIONERY     CO 
PRINTERS 
BLOOMINGTON,     ILLINOIS 


FACULTY. 


JOHN  W.  COOK,  A.M.,  LL.D.,  President, 

Professor  of  Mental  Science  and  Didactics. 

THOMAS  METCALP,  A.M., 

Principal  Training  Teacher. 

HENRY  McCORMICK,  Ph.D.,  Vice-President, 

Professor  of  History  and  Geography. 

BUEL  P.  COLTON,  A.M., 

Professor  of  Natural  Sciences. 

DAVID  FELMLEY,  A.B., 

Professor  of  Mathematics. 

R.  R.  REEDER, 

Professor  of  Reading. 

CHARLES  A.  McMURRY,  Ph.D., 

Training  Teacher,  Intermediate  and  Primary  Grades. 

J.  ROSE  COLBY,  Ph.D.,  Preceptress, 
Professor  of  Literature. 

MARY  HARTMANN,  A.M., 

Assistant  in  Mathematics. 

EVA  WILKINS, 

Assistant  in  History  and  Geography. 

ADELLA  M.  0.  HANNA.  A.M., 

Teacher  of  English  Grammar. 

CLARISSA  E.  ELA, 

Teacher  of  Drawing. 

AMELIA  F.  LUCAS. 

Assistant  in  Reading  and  Teacher  of  Gymnastics. 

ARTHUR  0.  NORTON, 

Assistant  in  Natural  Sciences. 

MARY  M.  HUSTED, 
LIDA  P.  McMURRY, 

Assistant  Training  Teachers,  Primary  Grade. 

0.  L.  MANCHESTER,  A.M., 
Principal  of  High  School. 

JACOB  A.  BOHRER,  A.B., 
MARY  R.  POTTER,  A.B., 

Assistants  in  High  School. 

SWEN  F.  PARSON, 

Principal  of  Grammar  School. 

ELMER  W.  GAVINS, 
Teacher  of  Penmanship  and  Orthography. 

ANOE  V.  MILNER, 

Librarian. 


Jlltnots 


Early  History. 


O^HE  Illinois  State  Normal  University  was  established  by  act  of  the 
©  Legislature  in  1857.  The  statute  providing  for  its  location  directed 
the  governing  board  to  solicit  bids  from  competing  points.  Four 
cities  were  especially  interested  in  securing  it.  Bloomington,  McLean 
county,  having  offered  the  most  favorable  inducements,  was  selected  as 
the  location  of  the  school.  In  October,  1857,  the  school  began  its  sessions 
in  rented  rooms  in  the  city  of  Bloomington.  In  September,  1860,  it 
was  removed  to  what  was  then  known  as  North  Bloomington,  where  a 
commodious  building  had  been  erected  for  its  accommodation.  The 
suburb  of  North  Bloomington  subsequently  became  a  separate  town 
under  the  name  of  Normal.  It  has  a  population  of  about  4,000.  It  is 
a  very  desirable  place  of  residence,  having  those  qualities  which  are 
especially  characteristic  of  school  towns.  The  original  charter  provided 
that  intoxicating  liquors  could  never  be  sold  within  the  limits  of  the 
town.  There  are  no  places  of  amusement,  nor  resorts  that  are  in  any 
respect  objectionable.    Electric  cars  connect  Normal  with  Bloomington. 


Material  Equipment. 


^T^HE  Normal  School  is  comfortably  housed  in  two  buildings.  The 
\3)  older  contains  three  stories  and  a  basement.  It  is  about  100  by 
120  feet.  It  is  built  of  brick  and  cost  originally  about  $120,000. 
The  basement  contains  dressing  rooms  for  gentlemen,  the  chemical 
laboratory,  a  room  used  for  clay  work,  another  used  for  gymnastic  exer- 
cises, and  several  store-rooms.  On  the  first  floor  are  the  reading  room  and 
library,  dressing  rooms  for  ladies,  office,  a  spacious  room  for  drawing 
classes,  and  the  assembly  room  and  class  rooms  of  the  High  School 
Department.  On  the  second  floor  are  the  normal  assembly  room,  with 
a  seating  capacity  of  376,  and  eight  class  rooms  each  about  30x32.  On 
the  third  floor  are  the  museum,  physical  laboratory,  office  of  the  teacher 
of  natural  sciences,  a  large  assembly  hall,  and  the  halls  of  the  two 
literary  societies. 

The  Training  School  building  is  a  substantial  brick  structure  of 
two  stories  and  a  basement.  The  basement  contains  play  rooms  and 
dry  closets.     On  the  first  floor  there  are  five  school  rooms,  each  havin;- 


4  The  Organization  of  the  School. 

a  seating  capacity  of  forty  pupils.  There  is,  beside,  a  smaller  room 
that  is  used  for  recitation  purposes.  On  the  second  floor  there  i>  a 
room  for  the  grammar  grade,  with  a  seating  capacity  of  150.  In  addi- 
tion to  this  there  are  eight  recitation  rooms,  each  of  which  is  suffi- 
ciently large  to  accommodate  a  class  of  twenty-five.  The  peculiar  con- 
struction of  this  part  of  the  building  is  to  be  accounted  for  by  the  fact 
that  it  became  necessary  to  secure  as  many  class  rooms  as  possible  in 
order  to  furnish  opportunities  to  a  large  number  of  pupil  teachers  to 
engage  in  the  practice  work. 

The  two  buildings  are  heated  from  a  commodious  boiler  house, 
which  is  equipped  with  three  large  bailers. 

The  chemical  laboratory  is  well  adapted  to  the  needs  of  the  school. 
The  physical  laboratory  is  well  equipped  with  apparatus.  The  museum 
contains  a  large  collection  of  specimens.  The  science  department  is 
furnished  with  an  excellent  lantern,  and  is  also  supplied  with  a  steam 
pump  for  the  compression  of  gases. 


The  Organization  of  the  School. 

^T^IIE  institution  known  as  the  Normal  School  contains  three  depart- 
\~/  ments:  First,  the  Normal  Department;  second,  the  Training 
Department;  third,  the  High  School  Department. 

No  person  is  admitted  to  the  Normal  Department  who  does  not  sign 
a  declaration  of  his  intentions  to  teach.  Applicants  must  be  16  years  of 
age  if  females,  and  17  if  males.  No  charge  is  made  for  tuition  except 
to  persons  attending  from  other  states,  who  do  not  expect  to  teach  in 
Illinois.  The  membership  of  this  department  is  usually  about  500.  At 
least  eighty  counties  are  ordinarily  represented.  Eleven  teachers  are 
employed  in  this  department. 

The  Training  School  Department  is  a  necessary  adjunct  of  the 
Normal  Department.  It  consists  of  a  school  of  eight  grades,  five  of 
which  are  below  the  grammar  grade.  The  aggregate  attendance  of 
the  Training  School  is  usually  about  300.  Five  persons  are  employed 
in  connection  with  this  school.  Four  of  these  devote  their  time  to 
directing  the  practice  work  of  the  Normal  pupils;  the  fifth  is  principal 
of  the  Grammar  Department.  No  charge  is  made  for  pupils  in  the 
primary  grades.  The  pupils  in  the  intermediate  department  pay  $15  a 
year,  and  those  in  the  grammar  grades  $25. 

The  High  School  is  conducted  for  the  purpose  of  giving  to  pupils  a 
business  education,  or  an  excellent  preparation  for  college.  If  has,  con- 
sequently, two  courses  of  study,  a  General  Course  and  a  ( 'lassical  ( 'oursc. 


Illinois  State  Nohmal  University.  5 

each  of  which  is  four  years.  In  this  department,  three  teachers  are 
employed.  A  tuition  fee  of  |3(.)  a  year  is  charged.  By  the  conditions 
of  the  law  it  must  be  self-supporting.  The  attendance  is  about  160.  It 
has  not  only  proved  self-supporting,  but  has,  for  many  years,  returned 
a  very  considerable  net  income. 


Methods  of  Admission  to  the  Normal 
School. 


^HE  law  establishing  the  school,  provides  that  pupils  may  be  ap- 
\~/  pointed  to  free  scholarships  from  the  several  counties  of  the  state. 
Each  county  is  entitled  to  two  pupils,  and  each  senatorial  district 
to  four  more.  Where  a  county  comprises  a  senatorial  district,  conse- 
quently, it  is  entitled  to  appoint  six  pupils.  Since  there  are  two  Nor- 
mal Schools  in  the  State,  and  all  counties  will  not  have  representatives 
in  each  school,  the  Faculty  are  authorized  to  admit  a  number  in  excess  of 
the  number  coming  by  appointment.  These  applicants  are  examined  by 
the  Faculty.  The  system  of  appointments  is  somewhat  cumbersome, 
and  the  management  of  the  institution  quite  prefers  that  those 
desiring  to  attend,  should  come  to  the  school  and  pass  the  regular  ad- 
mission examination. 

Graduates  of  reputable  High  Schools  are  admitted  upon  their  di- 
plomas. Persons  holding  first  grade  certificates  are  admitted  without 
examination.  Students  of  other  State  Normal  Schools  are  admitted 
upon  presentation  of  certificates  of  attendance  in  such  schools,  and  will 
be  excused  from  taking  studies  which  they  have  successfully  pursued. 
Such  pupils  should  always  bring  with  them  a  transcript  of  their  records 
in  the  schools  from  which  they  come,  and  also  a  certificate  of  good 
moral  character  and  honorable  conduct.  Credits  are  allowed  only  on 
work  taken  in  State  Normal  Schbols,  or  in  the  University  of  Illinois. 


The  Course  of  Study. 


^^HE  regular  course  is  three  years  in  length.  Pupils  are  permitted  to 
\£)  take  Latin,  Greek,  and  German  in  the  High  School  Department 
without  any  charge  for  tuition.  If  these  subjects  are  added  to 
the  course  four  years  are  required  for  its  completion.  The  following 
statement  gives  the  subjects  and  the  time  devoted  to  each. 


The  Course  of  Study. 


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Analysis  of  Course  of  Study. 


Analysis  of  Course  of  Study. 


READING.— First  Year,  First  Term. 
The  Work. — Webster's  Phonetic  Chart. 

1.  A  thorough  mastery  of  the  forty-four  elementary  sounds  and  the 
•phonetic  value  of  the  various  diacritical  markings  in  words  and  sylla- 
bles. 

2.  Rapid  oral  practice  upon  lists  of  selected  syllables. 

The  purpose  of  the  above  drill  is  to  enable  the  student  to  recognize 
instantly  the  value  of  diacritical  markings. 

3.  Twenty  principles  of  pronunciation  are  learned  and  their  appli- 
cation observed  in  the  oral  phonic  analysis  of  about  seven  hundred 
words,  selected  from  the  vocabulary  of  ordinary  conversation. 

4.  Daily  practice  in  oral  reading.  Selections:  (a)  Which  arouse  the 
pupil  mentally  and  physically,  thus  cultivating  an  animated  rendering; 
(b)  which  stimulate  the  emotional  nature,  and  create  a  desire  to  make 
the  thought  effective,  thus  stimulating  to  a  clear  and  distinct  presen- 
tation of  the  thought,  and  an  attractive  and  unconscious  bearing;  (c) 
wiiich  require  sudden  transitions  from  one  emotional  state  to  another, 
thus  cultivating  flexibility  and  naturalness  of  expression. 

5.  Practice  in  reading  second  and  third  grade  matter  receives 
some  attention.  In  this  work  students  are  required  to  illustrate  var- 
ious methods  of  leading  the  reader  to  the  correct  expression,  without 
employing  the  principle  of  imitation. 

READING.— First  Year,  Second  Term. 

Two  plays  of  Shakespeare  form  the  text  of  the  term's  work.  The 
following  plays  are  used:  Macbeth,  Julius  Caesar,  Henry  VIII.,  Mer- 
chant of  Venice,  As  You  Like  It,  Twelfth  Night,  Henry  IV.  Part  I.— 
In  this  work  special  stress  is  laid  upon  the  natural  but  expressive  and 
forcible  rendering  of  the  thought.  All  of  the  time  that  can  be  spared 
from  the  thought  analysis  is  devoted  to  practice  and  drill  in  oral  read- 
ing. In  the  thought  study  some  collateral  reading  is  required  on  each 
play.  At  least  one  commentary  is  read,  and,  if  the  play  is  historical, 
the  history  to  which  the  play  relates  is  read.  From  one  to  two  hundred 
lines  in  each  play  are  memorized.  The  methods  of  teaching  reading  in 
the  lower  grades  are  discussed  in  a  series  of  lessons   upon  that  subject. 

GEOGRAPHY.— First  Year,  First  Term. 

Introduction.  What  Geography  treats  of.  The  content  of  Geogra- 
phy. Why  Geography  should  be  taught  in  the  schools.  1.  For  the 
mental  discipline  that  may  be  obtained  from  it.  2.  For  the  knowledge 
thai  it  contains.  3.  Asa  basis  for  the  study  of  other  subjects.  4.  For 
its  value  in  connection  with  commerce.     5.   For  its  refining  influence. 

Methods. — The  analytic  and  synthetic,  with  the  advantages  and 
disadvantages  of  each.  Geography  can  be  taught  scientifically;  the 
proper  sequence  of  topics  should  be  followed,  and  the  relations  of  cause 
and  effect  clearly  shown. 


Illinois  State  Normal  University.  9 

Topics  in  Preparing  for  Geography.  —  The  making  of  correct 
mental  pictures  lies  at  the  basis  of  all  true  study  of  Geography;  hence, 
Position,  Direction,  Distance,  Surface,  Form,  and  Color  should  be  the 
first  topics.  Map  representation  with  the  idea  of  scale:  1.  Map  of  the 
school  room  floor;  2.  Map  of  the  school  yard  and  immediate  vicinity. 
Study  of  the  land  and  water  forms  in  the  home  neighborhood.  The 
home  stream.  Why  so  situated?  Its  source,  banks,  bed,  mouth,  trib- 
utaries. Descriptions  of  larger  streams.  Pond,  lake.  Description  of 
lakes.  Sand  modeling.  Climate:  The  atmosphere;  effects  of  heat  and 
cold  upon  the  atmosphere;  why  summer  is  warmer  than  winter.  Evap- 
oration. Condensation:  Rain,  hail,  snow.  Circulation  of  the  water; 
benefits  to  mankind.  Vegetation:  Kinds,  uses.  Animals:  Domestic, 
wild;  benefits  to  man.  Minerals:  Mines,  miners.  Races  of  Men:  White, 
black,  yellow,  brown;  and  homes  of  different  races,  customs,  manners, 
occupations,  education,  religion,  government.  Home  Town:  Surface, 
drainage,  climate,  crops,  animals,  manufactures,  railroads,  commerce. 
Home  County,  as  above:  County  seat,  notions  of  government.  Home 
State,  as  above:  Capital;  principal  rivers,  principal  crops,  animals,  cities, 
with  the  reason  for  the  selection  made;  why  the  principal  cities  are  so 
located;  commerce,  showing  chief  exports  and  imports. 

Intermediate  Grades. — Shape  of  the  earth.  Motions  of  the  earth, with 
their  consequences.  Proper  reading  of  a  map.  To  distinguish  between 
land  and  water  as  represented  on  a  map.  Forms  on  the  map  are  sym- 
bols, and  stand  for  things.  The  things  themselves  should  be  studied. 
Study  of  the  hemispheres,  with  reason  for  names.  Study  of  the  con- 
tinents. Differences  and  resemblances  noted.  Number.  Comparative 
size,  etc.  Study  of  principal  bodies  of  water.  Position,  with  reference 
to  continents.  Oceans,  seas,  gulfs,  etc.  Plan  for  the  study  of  a  conti- 
nent: Fitted  to  home  continent.  —  Position,  comparative  size,  shape, 
outline,  surface,  drainage,  climate,  vegetation,  animals,  man,  miner- 
als, political  divisions.  Study  of  the  United  States.  Follow  plan  for 
study  of  a  continent.  Sand  modeling.  Model  different  forms  of  land 
and  water.  Advantages  of  sand  modeling.  Abuses.  Study  of  States 
and  Territories:  Follow  the  natural  features,  such  as  water-sheds,  river- 
courses,  etc.,  as  far  as  possible.  Forming  mental  pictures,  and  repre- 
senting these  pictures  in  maps  with  the  crayon  or  pencil,  and  in  the 
sand.  Study  of  chief  cities.  Determining  the  reason  for  their  location, 
principal  industries,  and  prosperity.  Study  of  the  principal  railroads, 
showing  their  importance.  Reason  for  their  location,  etc.  Study  of 
government,  productions,  manufactures,  commerce,  minerals.  Showing 
chief  crops,  minerals,  manufactures,  etc.,  of  different  sections,  with 
reasons  for  the  same,  so  far  as  possible. 

GEOGRAPHY.— First  Year,  Second  Term. 

Grammar  Grade.  —Astronomical  Geography. 

1.  Definition  of  terms. 

2.  Shape  of  the  earth;  (a)  Proofs  of  its  rotundity;  (/>)  Proofs  of  its 
obl.iteness. 

3.  Motions  of  the  earth  and  their  consequences,  (a)  Rotation  on 
axis;  day  and  night;  axis;  poles;  equator;  parallels;  meridians;  lati- 
tude; longitude;  zenith;  nadir:  vertical  line  of  observer;  horizon.  (/  ) 
Revolution  around  the  sun;    earth's  orbit,  plane  of  earth's  orbit, 


10  Analysis  of  Course  of  Study. 

4.  Declination  of  earth's  axis.  Movement  of  vertical  rays;  position  of 
tropics;  polar  circles;  width  of  zones;  circle  of  light;  diurnal  circle; 
change  of  seasons;  reasons  for  difference  in  length  of  days.     Tests. 

5.  Study  of  South  America.  Position,  size,  shape,  cont  >ur;  relief; 
drainage;  climate,  effect  of  altitude  upon  climate;  principal  trees; 
plants;  principal  crops;  principal  animals  (wild  and  domestic);  in- 
habitants, with  brief  treatment  of  their  origin,  customs,  homes,  gov- 
ernments, etc.  Sketch  principal  river  systems.  The  different  coun- 
tries with  their  capitals,  and  a  few  other  cities.  What  render  the  cities 
important.  What  the  continent  produces  for  exportation.  What  it 
imports.  Great  Britain  and  Ireland.  Close  relation  of  the  United  States 
and  Great  Britain.  Importance  of  the  kingdom;  small  in  area,  but 
great  in  power  and  wealth.  Outline;  surface;  principal  rivers;  climate; 
crops;  manufactures;  commerce.  Principal  cities,  noted  for  manufac- 
tures; commerce;  as  educational  centers;  centers  of  historical  interest; 
connected  with  famous  literary  works.  Reasons  for  more  manufactures 
in  some  localities  than  in  others.  Tracing  of  cause  and  effect  so  far  as 
possible.  Sketch-maps  made  of  important  localities.  Continental 
Europe:  Position;  ragged  outline;  importance  of  study  of  outline,  or 
contour;  benefits  arising  from  irregular  coast  line;  surface;  drainage: 
principal  river  systems  sketched;  climate;  crops;  dependence  of  crops 
upon  climate.  Study  of  different  countries.  Comparative  importance 
of  each;  in  what  respects  important;  productions,  such  as  minerals, 
crops,  domestic  animals,  and  manufactures.  Principal  cities.  For 
what  noted,  manufactures,  commerce,  school-,  historical  events. 
Governments,  customs,  homes,  etc.  Much  sand  modeling  and  sketch- 
ing. Asia:  Outline;  relief;  backbone  of  Asia-Europe;  drainage  (prin- 
cipal rivers  only);  climate;  effect  of  great  plateaus  and  high  mountain 
barriers;  great  forests;  great  deserts;  great  plains.  Different  countries: 
principal  productions;  importance  to  commerce;  leading  cities;  princi- 
pal exports;  imports.  The  people;  their  governments;  religions;  homes; 
costumes;  customs;  food;  education,  etc.  Africa  and  Oceanica. 
Studied  after  the  same  general  plan  as  Asia,  but  more  briefly,  excepting 
Australia,  which,  because  of  its  importance,  is  studied  somewhat  care- 
fully. 

ARITHMETIC— First  Year,  First  Term. 
Topics. 

I.  Oral  Analysis  of  Problems  from' Stoddard's  Intellectual  Arithme- 
tic, four  weeks. — The  special  purpose  of  this  work  is  to  secure  pre- 
cision of  thought  and  expression.  Attention  is  called  to  the  nature  of 
arithmetical  reasoning,  the  use  of  the  syllogism  and  enthymeme.  The 
language  of  the  analysis  must  be  derived  from  the  operations  with  ob- 
jects. 

II.  Primary  Arithmetic,  four  weeks. — (a)  Purpose — To  outline  a 
course  in  number  for  the  first  four  years,  and  develop  and  illustrate  the 
principles  and  methods  of  instruction.  (b)  Topics:  1.  The  logical 
order  of  number  knowledge.  2.  The  use  of  counters,  cards,  and  other 
aids  in  teaching  number  facts  to  10,  in  developing  the  decimal  system, 
in  teaching  the  fundamental  operations  in  written  arithmetic.  3.  Oral 
language,  forms  of  description  and  analysis  appropriate  to  the  several 
stages.  4.  Forms  of  written  work.  5.  Number  stories  and  drill  exer- 
cises.    (').  The  proper  use  of  a  primary  text-book. 


Illinois  State  Normal  University.  11 

III.  Factoring,  Fractions,  etc.,  seven  weeks. —  (a)  Purpose. —  1. 
To  organize  the  student's  knowledge  of  Arithmetic  by  deriving  all 
number-relations  and  processes  from  the  simple  idea  of  addition,  and 
the  grouping  of  numbers  in  the  decimal  system.  2.  To  suggest  meth- 
ods and  devices  for  teaching  the  several  topics,  (b)  Method.  Fun- 
damental principle.  Every  process  in  Arithmetic  should  be  learned 
as  a  rational  process;  i.  e.,  an  operation  with  numbers  of  things.  From 
concrete  examples,  there  should  be  a  conscious  generalization  of  the 
process  in  the  form  of  a  rule;  finally,  long-continued  drill  until  the  pro- 
cess with  the  mere  symbols  becomes  mechanical.  Accordingly  what 
can  be  done  with  integers  is  first  learned  from  splints,  grouped  into 
bundles  in  accordance  with  the  laws  of  the  decimal  system.  Fractions 
are  investigated  by  folding  and  cutting  paper  circles  and  paper  squares. 
The  oral  description  and  written  representation  of  the  operation  thus 
discovered  are  succeeding  stages,  (c)  Topics.  1.  Notation — Laws  of 
the  decimal  system  and  the  Arabic  notation;  comparison  with  systems 
of  different  radix.  2.  Fundamental  rules — contracted  methods.  3.  Fac- 
toring— principles  of  factoring;  demonstration  of  tests  of  divisibility; 
greatest  common  factor;  least  common  multiple.  4.  Cancellation  and 
straight-line  analysis.  5.  Fractions — the  fractional  unit;  the  functions 
of  the  denominator;  illustration  and  demonstration  of  the  six  principles 
upon  which  the  various  operations  depend.  Ordinary  text-book  topics 
in  fractions.  In  these  the  central  thought  is  that  operations  with  frac- 
tions are  fundamentally  the  same  as  operations  with  integers,  the  only 
difference  arising  from  the  different  way  of  representing  the  unit. 
6.  Decimal  Fractions — the  peculiar  notation;  reading  and  writing  pure 
and  complex  decimals;  reduction  of  common  fractions  to  decimals;  rep- 
etends  and  their  simpler  laws;  effects  of  moving  the  decimal  point; 
limits  of  accuracy  in  multiplication  and  division.  Oughtred's  Con- 
tracted Methods. 


ARITHMETIC— First  Year,  Second  Term. 
Topics. 

I.  Weights  and  Measures,  three  weeks. — Purpose. — 1.  To  interest  the 
student  in  the  derivation  and  meaning  of  our  standards,  the  history  of 
the  calendar  and  kindred  topics.  2.  To  inform  the  student  in  regard  to 
the  conditions  that  obtain  in  problems  in  carpeting,  papering,  plaster- 
ing, land  and  lumber  measure,  fencing,  the  measurement  of  bins,  tanks, 
and  cisterns,  and  other  practical  problems.  Topics:  1.  Tables  of  length, 
weight,  value,  etc.  2.  The  various  problems  in  reduction  of  compound 
numbers.  3.  Addition,  subtraction,  etc.  4.  The  interval  between  two 
dates.  5.  Changing  from  one  system  to  another.  6.  The  metric  sys- 
tem. 7.  Longitude  and  Time:  Construction  of  comparison  table,  local 
and  standard  time,  the  international  date  line. 

II.  Square  and  Cube  Root,  two  weeks. — Process  is  derived  from  the 
geometrical  applications;  i.  e.,  finding  the  side  of  square,  or  edge  of 
cube,  whose  area,  or  volume,  is  known. 

III.  Mensuration,  two  weeks. — Rules  of  Mensuration  are  derived 
from  some  sort  of  analysis  of  the  forms  measured;  thus  the  ratio  of  the 
circumference  of  a  circle  to  its  diameter  is  approximated  by  measuring 
carefully  several  cylindrical  bodies  and  averaging  quotients  obtained 
by  dividing  each  circumference  by  its  diameter.     The  various  plane 


Illinois  State  Normal  University.  13 

figures  and  solids  are  treated  in  the  following  order:  Rectangle,  rhom- 
boid, triangle,  trapezoid,  circle,  ring;  rectangular  prism,  prism,  cylin- 
der, triangular  pyramid,  cone,  sphere,  shell,  frustum. 

IV.  Percentage,  five  weeks.  Method. — The  same  forms  of  analy- 
sis are  used  as  in  common  fractions.  The  three  fundamental  cases  are 
carefully  studied,  and  their  applications  shown  in  Profit  and  Loss,  Com- 
mission, Stocks,  Insurance,  Taxes,  Interest,  Discount  and  Exchange. 
In  these  applications,  emphasis  is  laid  on  the  nature  of  the  business,  to 
which  percentage  is  applied.     The  number-work  becomes  subordinate. 

ALGERRA.—  First  Year,  Third  Term. 

I.  Algebraic  Notation — Fundamental  operations. — Especial  atten- 
tion is  given  to  the  reading  of  algebraic  expressions,  the  discussion  of 
definitions,  positive  and  negative  numbers,  and  the  derivation  of  the 
laws  of  the  fundamental  operations.  Processes  and  principles  are 
arrived  at  by  deduction  from  definitions,  rather  than  by  generalization 
from  particular  instances. 

II.  Factoring  and  Fractions. — These  subjects  are  treated  with  more 
thoroughness  than  in  any  of  our  elementary  text-books.  The  method 
applicable  to  each  class  of  problems  in  factoring,  is  formulated  in  a 
rule,  describing  the  case  and  the  mode  of  discovering  the  factors. 

III.  Simple  and  Fractional  Equations — Problems. — The  significance 
of  the  several  transformations  of  equations.     How  to  state  a  problem. 

GRAMMAR.— First  Year,  First  Term. 

Theme:     The  sentence. 

1.  Sentence  treated  as  the  expression  of  a  thought,  (a)  Sentence 
and  its  elements  simple  or  complex  as  the  thought  or  the  ideas  consti- 
tuting it  are  simple  or  complex. 

2.  Sentence  classified  on  the  basis  of  form— simple,  complex,  and 
compound. 

3.  The  Simple  Sentence:  All  constructions  that  may  appear  in  the 
Simple  Sentence,  including  Participle  and  Infinitive  constructions, 
analyzed. 

4.  The  Complex  Sentence:  Characteristic  feature — the  Subordinate 
Clause — Substantive,  Adjective,  or  Adverbial. 

5.  Different  forms,  offices,  connectives,  contractions,  and  transposi- 
tions of  clauses  considered. 

6.  The  Compound  Sentence:  No  distinctive  feature;  chief  con- 
sideration, the  thought — relation  between  the  members. 

7.  Sentence  classified  on  the  basis  of  meaning  as  Declarative,  In- 
terrogative, Imperative,  and  Exclamatory. 

8.  General:  Directions  and  drill  in  capitalization  and  punctuation 
in  connection  with  each  form  of  sentence  and  the  idiomatic  constructions 
of  the  language. 

Professional  Instruction. — Grammar,  the  Science,  approached 
through  Language,  the  Art. 

2.  Language  Teaching: — (1)  Purposes:  (a)  Correctness  and  Facility 
of  Expression,  (b)  Uplifting  and  Cultivating  the  Imagination.  (c) 
Clearness  and  Continuity  of  thought,     (d)  Refinement  of  mind  and  the 


14  Analysis  of  Course  of  Study. 

cultivation  of  a  taste  for  good  literature,  (e)  Development  of  character. 
(2)  Kinds:  Oral  and  Written.  (3)  Material,  (a)  From  nature:  connect 
with  science.  (b)  From  Literature:  should  be  classic.  (4)  Method 
suggested;  four  steps,  (a)  Preparation  on  points  not  understood,  (h) 
Presentation  of  matter,  (c)  Generalization;  derivation  of  lesson,  (d) 
Application  of  lessons.  (5)  Written  Work:  Purpose — a  mastery  of  form. 
Form  embraces — (a)  Penmanship,  (b)  Spelling,  (c)  Punctuation,  (d) 
Capitalization,  (e)  Grammatical  structure.  (/)  Rhetorical  arrange- 
ment, (g)  Appearance  on  the  paper,  (i.)  Margins,  (n.)  Indentations, 
(in.)  Use  of  hyphens,  etc.  (6)  How  meet  these  difficulties?  Long-con- 
tinued practice  in  forming  sentences.  Three  kinds  of  exercises — Sen- 
tence, Composition,  and  Narrative  Exercises.  (7)  Purpose  of  Sentence 
Exercise:  to  lay  a  foundation  for  a  knowledge  of  grammatical  struc- 
ture. (8)  Purpose  of  Composition  Exercise:  to  secure  interest  and 
facility  in  composing.  (9)  De  Garmo's  "  Language  Work  below  the 
High  School "  used  in  class.  (10)  Historical  resume  of  the  develop- 
ment of  Language  Teaching  studied.  (11)  Student  taught  to  examine 
the  book  from  the  teacher's  standpoint;  the  two-fold  character  of  the 
exercises;  the  development  of  different  forms  of  the  sentence,  etc.,  ob- 
served. (12)  A  list  of  fifteen  stories  now  employed  in  the  training- 
school  presented;  their  literary  and  moral  value  noted.  Students  thus 
introduced  to  Language-teaching. 

GRAMMAR.— First  Year,  Third  Term. 

Line  of  work  two-fold: 

1.  Classification,  modifications,  and  uses  of  the  different  parts  of 
speech.  (1)  Special  attention  to  uses  of  tense  and  mood  forms  in  prin- 
cipal and  subordinate  clauses.    (2)  Some  correction  of  false  forms. 

2.  A  thorough  application  of  what  has  been  learned  in  the 
Analysis  and  Etymology  made  to  Whittier's  Snow-Bound,  Lowell's 
Vision  of  Sir  Launfal,  Scott's  Lady  of  the  Lake,  or  some  equivalent 
selection. 

General:  Text-book  used  in  both  terms'  work:  Higher  Lessons  in 
English,  Reed  and  Kellogg. 

UNITED  STATES  HISTORY.— First  Year,  Third  Term. 

Professional. — Attention  called  to  the  material  to  be  used,  and  to 
the  manner  of  presenting  it  to  pupils  of  the  lower  grades. 

Primary  Grades. — Material.     1.  Fairy  Tales. 

2.  Bible  stories.  —  (a)  Characters  of  whose  childhood  and  youth  most 
is  known:  Joseph;  Moses;  Samuel;  David;  Jesus;  etc.  (b)  Abraham; 
Jacob;  Daniel;  Paul;  etc. 

3.  Stories  of  adventure. — 1  Those  that  occurred  near  home;  (a)  ex- 
periences of  hunters;  fishermen;  travelers,  (b)  Dangers  from  floods; 
deep  snows;  high  winds;  prairie  fires;  etc.  2  Those  that  occurred  re- 
mote from  home.     On  the  railroad;  in  stages;    on  steamboats;  etc. 

4.  Stories  about  Indians — Theirdress;  homes;  canoes;  hunting  expe- 
ditions; war  expeditions;  cruelty  to  prisoners;  sports  of  the  children;  etc. 

5.  Explanation  of  national  holidays — Fourth  of  July;  Decoration 
day;  Thanksgiving  day;  Washington's  birthday. 

i).  Biographies. — Washington;  Columbus;  Lincoln;  Grant;  Sherman; 
Sheridan;  etc 


Illinois  State  Normal  University.  15 

Method  of  presentation. — 1.  At  first,  the  teacher  must  tell  the  sto- 
ries. The  children  must  not  be  expected  to  repeat  them.  2.  Later  on, 
the  teacher  may  read  some  of  the  stories,  although  it  is  better  to  tell 
them,  and  the  children  should  be  expected  to  reproduce  them  in  their 
own  language;  orally  at  first,  later  in  writing.  The  stories  can  be 
made  the  texts  for  the  work  in  language. 

Purpose  of  the  ivork. — 1.  To  awaken  a  historical  spirit.  2.  To  cul- 
tivate the  imagination.     3.  To  aid  in  character  building. 

Intermediate  Grades. — Material.     Biographies. 

Discoveries. — Columbus;  the  Oabots;  Americus  Vespucci;  Cartier; 
Hudson. 

Explorers. — De  Soto;  Ohamplain;  La  Salle;  John  Smith;  Lewis  and 
Clarke;  John  C.  Fremont. 

Colonizers. — Raleigh;  Roger  Williams;  Lord  Baltimore;  William 
Penn;  Oglethorpe. 

Pioneers  and  Indian  Fighters. — Miles  Standish;  Daniel  Boone; 
"  Kit"  Carson. 

Statesmen. — Benjamin  Franklin;  Thomas  Jefferson;  Alexander 
Hamilton;  Daniel  Webster;  Henry  Clay;  Abraham  Lincoln. 

Generals. — Washington:  Greene;  Scott;  Grant;  Sherman;  Sheridan. 

Naval  Officers. — Isaac  Hull;  Decatur;  Perry;  Farra^nt. 

Inventors. — Whitney;  Fulton;  Morse;  McCormick;  Howe;  etc. 

History  of  Typical  Colonies. — Plymouth;  New  York;  Rhode  Island; 
Maryland;  Pennsylvania;  Georgia. 

Social  condition  of  the  people  at  different  periods. — Troubles  with 
the  Indians.  Manner  of  living:  Homes;  clothing;  customs;  social 
usages. 

Wars. — King  Philip's  War.  French  and  Indian  War  :  Ticonderoga; 
Quebec.  Revolutionary  War  :  Bunker  Hill;  Valley  Forge:  Yorktown. 
War  of  1812:  Lundy's  Lane;  New  Orleans.  Mexican  War:  Buena 
Vista;  Cerro  Gordo.  The  Civil  War:  Fort  Sumter;  Merrimac  and 
Monitor;  Malvern  Hill;  Gettysburg;  Vicksburg;  The  Wilderness;  Sur- 
render of  Lee. 

Method. — A  text-book  may  be  used,  but  better  results  will  be  ob- 
tained without,  if  the  teacher  is  prepared.  The  narrative  form  should 
be  preserved  throughout.  There  should  be  a  vivid  picturing  of  men 
and  events.  Pictures  and  brief  historical  poems  will  add  much  to  the 
interest  and  value  of  the  work. 

Grammar  Grades. — Material :  1.  A  good  text-book  on  the  subject. 
2.  One  or  two  histories  of  the  United  States,  more  extended  than  the 
text,  for  reference.  3.  A  few  historical  novels  noted  for  the  vividness 
and  truthfulness  of  their  descriptions.  4.  Collection  of  poems  founded 
on  incidents  in  American  history. 

Method.- — Frequent  reference  should  be  made  to  the  work  in  the 
preceding  grades.  The  narrative  form  should  still  be  used.  Attention 
should  be  given  to  the  causes  which  led  to  important  results.  The  vir- 
tues of  the  people  should  be  pointed  out.  Their  resistance  to  oppres- 
sion, thfir  sacrifices  for  the  right,  and  their  moderation  in  victory  should 
be  commended.  Throughout  the  entire  work,  the  patriotism  of  the 
fathers  should  be  held  up  for  the  emulation  of  their  sons.  And  the 
truth  should  be  emphasized  that  there  can  be  no  true  freedom  where 
there  is  not  a  cheerful  obedience  to  law. 


16  Analysis  of  Course  of  Study. 

Academic. — Condition  of  P^urope  at  time  of  discovery  of   America. 

1.  Granada  conquered  by  Ferdinand  and  Isabella.  :i.  The1'  War  of  the 
Roses,"  in  England,  closed  shortly  before  by  the  battle  of  Bosworth. 
3.   Eve  of  the  Reformation.     4.   Sad  condition  of  the  common  people. 

Claims  of  the  Northmen  considered. 

Columbus — Youth;  manhood;  seeking  for  aid;  aid  obtained;  the  first 
voyage;  land  discovered;  return  to  Spain;  reception  at  Barcelona;  effect 
of  discovery  on  Europe;  other  voyages:  results;  old  age;  misfortunes; 
injustice;  death. 

Other  Spanish  discoverers  and  explorers. 

English  discoverers  and  explorers — The  Cabots;  Drake;  John 
Smith,  etc. 

French  discoverers  and  explorers— Verrazzani;  Cartier;  Champlain; 
LaSalle;  Marquette;  The  Jesuit  Fathers. 

Dutch  discoverers. 

Colonization — Spain  in  the  south;  England  in  the  center;  France  in 
the  north,  south,  and  west. 

Growth  of  the  Colonies — English  colonies  surpass  the  others  in 
wealth  and  numbers. 

Troubles — Between  English  and  Spanish  colonies.  Between  English 
and  French  colonies.  Nearly  all  of  these  troubles  grow  out  of  troubles 
in  Europe. 

French  and  Indian  War — Cause;  principal  events;  results;  training 
school  for  Revolutionary  War. 

Internal  troubles  of  English  colonies — Indians;  religious  troubles; 
local  jealousies. 

Life  in  the  Colonies. — Religion;  education;  homes;  dress;  customs; 
industries;  mode  of  travel;  social  usages;  growth  in  wealth  and  popu- 
lation. 

Revolutionary  War. — Remote  causes;  immediate  causes;  principal 
events;  principal  actors;  self-control  of  the  people;  respect  for  law. 

"The  Building  of  the  Nation." — Articles  of  Confederation;  their 
insufficiency;  danger  of  disintegration;  making  the  Constitution;  the 
Constitution  contrasted  with  the  Articles  of  Confederation. 

Growth  of  the  Nation. — The  president;  financial  policy  fixed;  in- 
ternal troubles;  foreign  policy  fixed:  troubles  with  France;  troubles 
with  Barbary  States;  troubles  with  England. 

War  of  1812. — Causes;  principal  events;  results. 

Admission  of  States. 

Inventions. 

Railroads. 

Development  of  material  resources. 

Slavery. — Introduction;  legislation  affecting  slavery. 

Mexican  War. —Cause;  principal  events;  results;  acquisition  of 
territory;  discovery  of  gold  in  California;  result  of  the  discovery. 

The  Civil  War. — Causes;  principal  events;  results;  abolition  of 
slavery;  the  "New  South." 

History  of  the  Nation  since  the  Civil  War. — Admission  of  States; 
political  parties;  political  policies;  labor  movements;  progress  in  the 
arts  and  sciences;  achievements  in  literature;  study  of  political  and 
domestic  economy;  general  prosperity. 


18  Analysis  of  Course  of  Study. 

ELEMENTS  OF  PEDAGOGY.— First  Year,  First  Term. 

Purpose. — To  interest  the  student  in  the  study  of  the  child  as  t In- 
true  center  of  gravity  for  all  educational  doctrine  and  method,  and  to 
show  the  development  of  this  principle  in  the  history  of  modern  educa- 
tion. Sense  perception,  as  the  first  and  fundamental  form  of  mind 
activity,  is  the  basis  of  the  term's  work. 

Topics. — 1.  Conditions  necessary  to  mind  growth;  the  senses:  the 
environment.  2.  Does  the  new-born  infant  see,  hear,  etc.?  3.  The  be- 
ginning of  psychical  activity,  as  first  aroused  through  sense  perception. 
4.  Story  of  Laura  Bridgman.  5.  The  first  sense  percepts.  6.  Sense 
perception  deals  with  the  individual  object.  7.  Limitations  of  sense 
perception  as  a  means  of  acquiring  knowledge.  8.  A  higher  stage  of 
mind  activity,  the  perception  of  relations.  9.  The  class  notion:  how  it 
is  developed  in  the  experience  of  the  child.  10.  The  two  poles  of  mental 
activity:  the  individual  notion  and  the  class  notion.  It  is  the  chief 
business  of  education  to  pass  from  distinctly  perceived  individual  no- 
tions to  clear,  general  notions. — Pestalozzl.  Quick's  Educational  Reform- 
ers, revised  edition,  is  here  introduced,  and  used  as  a  text-book  for  the 
remainder  of  the  term. 

Topics. — 1.  The  condition  of  the  schools  at  the  beginning  of  the 
seventeenth  century.  2.  Renascence.  3.  John  Amos  Comenius.  4.  The 
Orbis  Pictus.  5.  The  fundamental  principle  of  Comenius,  "  There  is 
nothing  in  the  understanding  that  has  not  been  previously  in  the  sense." 
6.  The  picture  as  an  educational  instrument.  7.  The  educational  doc- 
trine of  Comenius  summed  up  in  principles.  8.  Jean  Jacques  Rousseau. 
9.  Emile.  10.  Rousseau's  fundamental  principle,  "  Everything  is  good 
as  it  comes  from  the  Author  of  nature;  everything  degenerates  in  the 
hands  of  man."  11.  Education  natural  and  negative.  12.  Furnish  the 
child  a  proper  environment  and  let  him  alone.  13.  Periods  in  the  life  of 
Emile.  14.  The  function  of  the  teacher  in  Rousseau's  system.  15.  Max- 
ims and  principles  of  Rousseau.  16.  Things  false  and  things  true  in 
Rousseau's  doctrine.  17.  John  Henry  Pestalozzi:  his  biography;  his 
characteristics  as  a  teacher;  as  an  educator.  18.  Leonard  and  Ger- 
trude. 19.  Maxims  and  principles  of  Pestalozzi.  20.  Frederic  Froebel: 
(tt)  as  a  disciple  of  Pestalozzi;  (5)  as  the  founder  of  the  kindergarten. 
21.  Play  as  an  educational  instrument. 

PEDAGOGY.— First  Year,  Second  Term. 

Special  Method  in  History  and  Literature  for  the  first  six  grades. 

Purpose. — Discussion  of  principles  and  observation  of  their  applica- 
tion to  class-room  exercises.  Citution  as  to  the  method  of  note-taking. 
Neat  writing,  correct  spelling,  brief  and  significant  statements  of  topics 
discussed,  and  of  observations. 

CHAPTER  I. 

Preliminary  discussion  of  principles  involved  in  good  recitation  work. 

1.  Attention.  —  Why  necessary?  Means  used  in  securing  it:  (a)  By  the 
authority  and  watchfulness  of  the  teacher,  (b)  By  the  manner  of  the 
teacher,  confident,  agreeable,  sympathetic,  earnest,  (c)  By  appealing  to 
interest.  The  selection  of  interesting  subject  matter.  Clear  and  simple 
manner  of  presentation.    Graphic  drawiner  and  illustration.   Vivid  word 


Illinois  State  Normal  University.  19 

pictures  and  narratives.  Appeal  to  the  imagination  of  children  and  make 
use  of  their  home  knowledge  in  constructing  ideas  of  distant  objects. 
(d)  Variety  during  the  recitation. 

2.  Know  the  subject  to  be  taught. — (a)  The  chief  ideas  and  principles. 
(b)  The  details,  (c)  The  causal  relations,  (d)  Related  topics  in  other 
subjects.  How  detailed  should  one's  knowledge  be  to  teach  a  subject? 
To  what  extent  should  related  sciences  be  brought  into  the  treatment? 
Example.  Fulton's  first  steamboat,  (a)  Description  in  detail  of  the 
first  trip  up  the  Hudson,  (b)  The  machinery,  the  boat,  and  its  con- 
struction, (c)  Previous  life  and  inventions  of  Fulton,  (d)  Other  at- 
tempts at  steamboat  building  before  Fulton's,  (e)  Value  and  effect  of 
Fulton's  invention.  Should  the  principle  of  the  steam  engine  be  ex- 
plained in  this  lesson? 

3.  Apperception. — The  use  made  of  children's  previous  knowledge 
in  school  recitations,  i.  e.,  the  interpretation  and  understanding  of  new 
objects  by  means  of  previously  acquired  ideas.  Sources  of  apperceiving 
ideas:  (a)  Home  experiences.     Ideas  gained  by  travel  and  observation. 

(b)  School  studies  and  reading  of  books.  Examples  of  apperception: 
Carpet  weaving  as  related  to  textile  fabrics.  The  school  house  as  a 
standard  for  buildings.  The  importance  of  conscious  apperception:  (a) 
Frequency  of  our  unconscious  use  of  old  ideas,  (b)  Children  often  fail 
to  use  their  acquired  knowledge;  i.  e.    they  fail  to  think,  1o  consider. 

(c)  Closer  union  between  a  child's  home  and  school  experiences. 

4.  Know  the  children. — (a)  What  to  know:  Individual  characteristics 
and  dispositions.  The  abilities,  faults,  physical  and  mental  weakness,  and 
vices  of  children.  Quick  insight  and  judgment  of  children's  ideas  and 
feelings.  Previous  home  experiences  and  training  of  children,  (b)  How 
to  know  children:  By  direct  personal  observation,  thoughtful  and 
careful.  By  the  study  of  psychology  and  physiology.  By  the  teacher 
cultivating  social  experience  and  tact  outside  of  school.  By  reading 
and  appreciating  the  best  children's  books;  also  the  best  works  of 
fiction  by  great  novelists  and  poets;  also  the  best  historical  biographies 
and  memoirs.  By  studying  the  lives  of  educators  like  Mann,  Arnold, 
Pestalozzi,  Froebel. 

5.  Requirements  for  good  oral  work. — Vivid  presentation  by  teacher. 
Full  and  complete  reproduction  by  children.  Outlines  of  topics  made 
by  teacher.  A  basis  for  reproduction.  Outlines  preserved  in  blank 
books  of  children. 

CHAPTER   II. 

Application  of  previous  principles. 

1.  Illustrative  lesson  from  history  stories.  Topic:  Fremont  and 
party  crossing  the  Sierra  Nevada.  Outline  of  lesson:  1.  Plan  of  the 
whole  trip.  2.  Journey  along  the  east  slope.  3.  Survey  of  the  situa- 
tion. 4.  Dangers  and  difficulties.  Criticism  and  discussion  of  this  les- 
son: 1,  Manner  of  presentation;  diagram  and  map.  2.  Reproductions 
of  children  halting;  why?  3.  Importance  of  Geography.  4.  Use  made 
of  outlines  of  topics.     5.   Incidental  language  drill. 

2.  Illustrative  lesson  on  LaSalle.  1.  (Review).  Tonty  and  the  In- 
dians. 2.  (Advance.)  Tonty's  journey  to  Green  Bay.  3.  LaSalle's  re- 
turn and  search  for  Tonty.  4.  Confederacy  of  western  Indians.  Crit- 
icism of  this  lesson:  1.  Success  of  the  children  in  telling  the  story. 
2.  Study  the  causes  in  the  story.     Questions  to  this  end:     3.  How  far 


20  Analysis  of  Course  of  Study. 

must  geography  be  used  in  history?     4.  How   many  pupils  were  failed 
upon? 

3.  Conclusions  from  lessons  observed:  1.  Necessity  of  vivid  and 
graphic  presentation  by  the  teacher.  2.  Thorough  reproductions  by 
the  children,  and  drill  on  the  facts.  3.  Value  of  outline,  both  for 
teacher  and  pupil  in  the  logical  arrangement  and  mastery  of  a  subject. 
4.  Warning  against  carelessness  and  looseness  in  oral  work. 


CHAPTER   III. 

History  and  Literature  in  the  first  six  gr< i dcs.  Chief  Purpose,  to  get 
more  choice  literature  into  all  grades. 

1.  Fairy  Tales  in  First  Grade.  The  merits  of  these  tales,  (a)  Interest 
and  enthusiasm  of  children  for  the  stories,  (b)  The  best  fairy  tales  classi- 
cal and  ancient  as  literature,  (c)  Instructive  as  to  plants,  animals,  and 
society.  (cZ)  They  interest  both  teacher  and  pupil,  and  do  not  lose  their 
charm  by  repetition.  Appeal  to  fancy,  (e)  They  awaken  sympathy 
between  pupils  and  teacher,  (f)  Fairy  tales  illustrate  moral  ideas  in 
attractive  personification.  Criticisms:  («)  They  are  untrue,  violating 
the  laws  of  nature,  (b)  They  overstimulate  the  fancy  of  children,  (c) 
Many  of  the  stories  are  foolish.  Natural  Science  more  interesting,  (d) 
Fairy  tales  belong  to  the  home.  Comparison  of  faults  and  merits,  and 
conclusion. 

2.  List  of  Fairii  Tales  used  in  First  Grade:  The  Old  i Woman  and  the 
Pig.  The  Three  Bears.  Little  Red  Riding  Hood.  The  Fir  Tree.  The 
Four  Musicians.  The  Little  Match  Girl.  The  Lion  and  the  Mouse. 
The  Discontented  Pine  Tree.  How  a  Little  Boy  Got  a  New  Shirt.  The 
Anxious  Leaf.  The  Spruce  Tree.  The  Chestnut  Boys.  The  Christ 
Child  and  St.  Antonio.  King  of  the  Birds.  The  Pea  Blossom.  The 
Morning  Glory  Seed.     The  Rainbow  Fairies.     Nothing  but  Leaves. 

3.  Manner  of  treating  the  stories. — 1.  Vivid  presentation  by  the 
teacher:  Simple,  clear,  graphic.  2.  Re-telling  of  the  sto.y  by  chil- 
dren.    3.  Necessity  of  sympathy,  patience,  and  encouragement. 

4.  Illustrative  Lesson  by  the  Teacher  of  the  First  Grade.  Story  of  the 
Four  Musicians.  Children  diffident  and  fearful  in  telling  the  review 
lesson.  Quiet  and  encouraging  manner  of  the  teacher.  Questions  in 
preparation  for  the  advance  lesson:  Simple  and  clear  narrative  by 
teacher.  Her  repetitions.  In  the  following  reproductions  teacher  uses 
no  compulsion,  but  persistent  in  getting  the  story  from  the  children. 
Dialogue  and  other  devices  to  lend  life  and  interest  to  the  reproduc- 
tions.    Children  imitate  the  animals.     Need  for  drill  and  persistence. 

5.  Use  of  Fairy  Stories  in  learning  to  read.  —  (a)  Methods  of  learn- 
ing to  read.  Alphabetic.  Phonic,  Word,  Sentence.  The  analytic  and 
synthetic  method  combined.  (/>)  Illustrative  lesson  in  redding.  First 
grade,  by  the  regular  teacher.  Sentence  from  the  Four  Musicians, 
given  by  children.  "  The  donkey  carried  sacks  down  to  the  mill  for 
his  master-"  Children  read  the  sentence.  Word  drill  upon  the  new 
words  in  different  ways.  The  word  mill  analyzed  and  new  words 
formed  as  hill,  till,  still,  chill,  etc.  Appropriation  of  new  words  by 
pupils  rapid,  (e)  Discussion  nf  this  lesson,  Quickness  of  the  teacher. 
Variety  of  her  work.  Playfulness  in  questioning.  Devices  to  arouse 
interest.  Script  and  print;  how  used.  These  sentences  are  also  printed 
ana  put  before  the  children  for  later  reading.     To    what   extent   is    it 


Illinois  State  Normal  University.  21 

practicable  to  substitute  fairy  stories,  and  such  board  work  for  charts? 
Can  the  stories  be  printed  so  as  to  serve  as  first  readers? 

CHAPTER   IV. 

Robinson  Crusoe  in  Second  Grade. — (a)  Interesting  and  instructive  to 
children,  (o)  The  common  occupations  of  life  made  interesting. 
Children  study  their  home  more  closely  in  Crusoe;  e.  g.,  shoema*ker, 
tailor,  brick  maker,  carpenter,  fruit  grower.  Crusoe  is  a  type  of  man's 
early  struggle  with  nature.  Very  realistic  and  subject  to  natural  law. 
(c)  Moral  value  of  Crusoe's  story.  Crusoe  is  reckless  and  disobedient 
in  youth,  serious  and  devout  in  later  years.  A  gradual  change  produced 
by  experiences,  (d)  The  permanent  classical  value  of  Crusoe  tested  by 
years.  The  simple  arts  of  society,  and  society  itself,  are  conspicuous 
by  their  absence.  The  value  of  the  home  also  is  expressed  in  the  in- 
tense longing  felt  for  it.  (e)  Does  the  story  of  Crusoe  belong  in  the  home, 
or  in  the  school?  Its  great  value  can  only  be  seen  with  a  teacher. 
The  relations  of  the  story  of  Crusoe  to  other  studies  are  many.  Plants 
animals,  geography,  language,  reading. 


chapter  v. 

The  Tales  of  Troy  for  Third  Grade. — (a)  The  story  an  interesti7ig  one  to 
children.  It  is  a  classical  type  of  the  heroic  age.  It  was  the  bible 
of  the  Greeks,  and  is  a  classic  everywhere.  The  heroic  age  in  other 
countries.  Tell,  Bruce,  Seigfried..  (o)  The  stories  are  instructive. 
Ships,  cities,  commerce,  palaces,  sacrifices,  war,  geography,  and  many 
customs  described.  Greek  life  pictured  vividly,  (c)  Moral  value, 
heroism,  cowardice,  manly  strength,  generosity,  evil  deeds  and  their 
punishment.  Homer  true  to  human  life  and  character.  Homer  teaches 
by  warning  and  by  example.  Interest  in  the  conduct  of  men,  the  chief 
thing.  The  Odyssey  as  a  story  suited  for  third  grade.  It  belongs  earlier 
than  the  Iliad,  because  simpler.  Ulysses  a  hero,  adventurer,  and  wise 
man. 

CHAPTER    VI. 

American  History  Stories  in  Fourth  and  Fifth  Grades. —  (a)  Great 
abundance  of  American  history  stories,  (b)  The  best  characters  should  be 
chosen,  (c)  Biographies  most  suitable  and  valuable  to  children.  Nearly 
all  classical  materials  of  the  great  poets  are  personal  and  biographical; 
e.  g.,  Shakespeare's  plays,  Milton's  Paradise  Lost,  Scott,  Hawthorne, 
Dickens,  etc.  (d)  Stories  of  the  earlier  or  pioneer  epoch  are  best  suited 
to  children.  Conditions  of  life  simple;  e.  g.,  Champlain,  Marquette,  Col- 
umbus, Magellan,  John  Smith,  William  Penn.  Children  should  under- 
stand the  circumstances  and  environment  of  a  man  to  judge  his  actions. 
Stories  of  the  revolution  and  of  the  civil  war  have  a  too  complex  setting 
for  children.  (c)  These  early  biographical  stories  are  instructive.  De- 
scribe fully  many  important  formative  events  in  history.  Give  a  vivid 
picture  of  early  hardships  and  privations.  Touch  many  points  in  geog- 
raphy and  natural  science.  (/)  Their  moral  value  is  much  above  the 
average  of  history.  Hardy,  sturdy  characters  described  under  condi- 
tions that  bring  out  their  faults  and  virtues;  e.g.,  La  Salle,  Fremont, 
Clarke,  Lincoln,  Washington,  in  early  life.      Many  acts  of  the  highest 


Illinois  State  Normal  University.  23 

morality  clearly  presented.  Detailed  biographies  of  our  best  characters 
are  the  best  historical  material  upon  which  to  cultivate  moral  judgment. 
({/)  These  stories  should  be  studied  in  fourth  and  fifth  grades  as  a  prep- 
aration for  history  proper  in  grammar  grades.  List  of  pioneer  history 
stories. 

chapter  vii. 

Study  of  Colonial  History  in  Sixth  Grade. — (a)  The  history  of  several 
important  colonies  in  detail;  e.  g.,  "Pilgrims  and  Puritans."  (o)  Read- 
ing of  Miles  Standish,  Evangeline,  etc.  Knickerbocker  Stories,  Sketch 
Hook.  (c)  The  simple  beginnings  and  early  development  of  political 
ideas  fully  explained. 


SPECIAL  METHOD  IN  GEOGRAPHY. 

CHAPTER    I. 

Home  Geography. — 1.  Observations  of  home  streams, surface,  groves, 
weather  phenomena,  occupations,  products,  food,  clothing,  and  building 
materials;  observation  of  sun,  moon,  and  stars,  commerce  in  the  local 
trade  centre,  and  local  forms  of  government.  2.  Study  of  the  World  as 
a.  Whole. — A  globe,  motions  of  the  earth  about  the  sun,  seasons,  conti- 
nents, oceans.  3.  From  the  Home  Outwards. — The  town  and  state,  with  a 
few  of  its  leading  topics;  e.  g.,  In  Illinois,  grain  raising,  the  coal  mines, 
the  Illinois  river  and  canal,  Chicago.  Surface  and  boundaries  of  the 
state.  The  neighboring  states  of  the  Mississippi  valley.  The  United 
States  and  North  America.  4.  The  Selection  of  Typical  Topics. — Full 
and  detailed  treatment  of  such  important  topics;  e.  g. ,  Hudson  River, 
Chicago,  Pike's  Peak,  Lake  George.  A  coal  mine.  The  manufacture 
of  cotton  goods.  Lumbering.  5.  Graphic  illustration  and  pictures. 
The  constructive  imagination  must  be  very  active  in  both  pupil  and 
teacher.  6.  Causal  Relations. — The  explanation  of  cities,  industries, 
lines  of  traffic,  and  climate  is  found  in  certain  causes.  Commercial 
series  should  be  formed  dependent  upon  history  and  geographical  struc- 
ture. 7.  The  relation  of  geography  to  other  studies  is  important  and 
vital.  History,  natural  science,  and  language  are  intimate  friends  of 
geography.  8.  The  teaching  of  geography  should  be  largely  oral.  It 
is  graphic  and  descriptive  and  calls  for  imagination  and  lively  presen- 
tation. 

CHAPTER   II. 

Illustrative  Lessons  in  Geography. — 1.  The  home  village  as  a  trade 
centre.  Grains,  fruits,  meats,  wood,  and  dairy  produce  from  the  gar- 
dens and  farms.  The  goods  purchased  by  the  farmers  and  gardeners  at 
the  stores  and  whence  they  come.  2.  Lake  George. — Map  and  descrip- 
tion, its  elevation,  history,  compared  in  size  with  Geneva  lake,  Salt 
Lake,  Lake  Superior.  3.  Erie  Canal. — Locks,  history,  present  traffic. 
Comparison  with  railroads  in  speed  and  cheapness.  4.  A  Coal  Mine. — 
Locating  the  coal.  Sinking  the  shaft.  Ventilation  of  the  mine.  Dan- 
gers. Machinery.  Uses  of  the  coal.  5.  St.  Louis. — Advantages  of  its 
situation.  History.  Railroads  and  rivers.  The  bridge.  Raw  products 
received.  Wholesale  business.  Manufactures.  Comparison  with  Chi- 
cago. 


24  Analysis  of  Course  of  Study. 

PEDAGOGY,  Third  Term,  First  Year. 
Natural  Sciences  in  the  Grades. 

CHAPTER   I. 

Special  Method. — The  purposes  of  natural  science  teaching,  as  his- 
torically manifested.  1.  Curiosity  and  entertainment.  2.  Utility,  an 
acquaintance  with  useful  and  hurtful  animals  and  plants.  3.  Accurate 
description  of  specimens  and  cultivation  of  the  observing  powers.  4. 
The  ability  to  classify  and  determine  the  place  of  each  individual  in  a 
system.  5.  The  development  of  general  laws  and  consequent  insight 
into  nature's  work;  the  environment.  6.  Life  histories  of  plants  and 
animals.  7.  Life  groups,  function  of  the  parts  and  the  adaptation  of 
each  living  thing  to  its  environment.  All  of  these  purposes  should  be 
combined  and  realized  in  an  adequate  plan  of  nature  study. 

CHAPTER   II. 

Method  of  treating  objects  in  natural  science. — 1.  Let  the  children  see 
and  describe  the  objects.  The  teacher  should  simply  keep  them  on  the 
right  track.  2.  External  characteristics  should  not  be  made  the  chief 
points  of  description.  3.  Raise  some  general  problem  in  the  life  of  a 
plant  or  animal  and  weave  in  the  external  characteristics  as  incidental 
to  this  purpose.  Causal  relations  in  regard  to  structure  and  function 
should  be  made  central  in  the  discussion.  4.  Select  specimens  of  plant 
or  animal  life  that  are  typical  of  large  classes,  and  then  study  the 
individuals  with  great  fullness  of  detail,  both  as  to  life  history,  en- 
vironment, and  adaptation.  5.  Comparisons  of  this  type  specimen 
with  others  of  the  same  order  or  genus  and  contrasts  with  those 
of  entirely  different  nature  are  very  helpful  in  discriminating  the 
chief  characteristics  of  the  type.  6.  Keep  the  topics  treated  clearly 
outlined  in  logical  order,  and  on  this  basis  secure  full  and  accurate 
descriptions  and  reproductions.  The  outlines  should  be  neatly  kept 
in  blank  books  and  form  the  basis  of  comparisons,  reviews,  and 
compositions.  7.  The  teacher  may  add  much  to  the  interest  and  in- 
structive phase  by  presenting  additional  facts  not  accessible  to  the 
children.  8.  Excursions  are  necessary  for  the  collections  and  for  ob- 
servation. Nature  should  be  studied  in  her  living  forms  and  natural 
environment  as  far  as  possible.  9.  Graphic  representation  and  draw- 
ing are  of  great  value  to  both  teacher  and  pupil. 

CHAPTER    III. 

The  selection  of  materials. — 1.  Plants  and  animals  are  the  best  stud- 
ies for  the  children  of  lower  grades.  2.  Minerals,  chemistry,  and 
physics  and  other  sciences  increase  in  interest  for  older  pupils. 
:>>.  Home  plants  and  animals  are  better  than  distant  ones.  Interest  in 
i  lie  commonesl  objects,  as  oxen,  cats,  sunflower,  etc.,  may  be  very  great. 
4.  Select,  according  to  the  season  those  things  most  accessible.  5.  There 
should  lie  ;i  good  'leal  of  wide,  general  observation,  but  the  major  part 
of  the.  work  should  consist  in  a  detailed  study  of  a  few  typical  speci- 
mens, with  a  very  full  biography  of  its  life  and  environment,  parts  and 
function. 


Illinois  State  Normal  University.  25 

chapter  iv. 

Illustrative  lessons. — 1.  The  mole.  Its  adaptation  to  a  home  under- 
ground. Broad  fore  feet  and  claws,  powerful  forearm  and  muscles. 
Snout.  Small,  hidden  eyes;  peculiar  fur.  Teeth  for  crushing  insect 
food.  Voracious  appetite.  His  home  habits  in  winter.  2.  The  cactus. 
Its  adaptation  to  a  dry  climate.  3.  The  ox.  As  type  of  the  ruminants. 
The  four  stomachs.  The  teeth.  Food.  Great  variety  of  uses  of  ox. 
4.  The  maple  tree.  Sugar  maple.  Circulation  of  sap,  building  up  of 
fibres,  work  of  the  leaves,  life  of  the  tree.  Function  of  all  the  parts. 
The  bark,  roots,  etc.  5.  The  cat.  As  type  of  the  cat  family.  Study 
the  eyes  and  teeth,  nocturnal  habits,  adaptation  of  feet,  claws,  teeth, 
whiskers,  and  bodily  structure  to  catching  its  prey.  6.  The  duck. 
Mallard.  Type  of  water  birds.  Feet,  feathers,  migrations,  food,  uses. 
7.  The  honey  bee.  Type  of  the  colonizing  insects.  Structure  of  insect 
Getting  honey.     Division  of  labor.     Structure  of  the  comb. 


READING. 

CHAPTER  I. 

1.  The  proper  combination  of  the  sentence,  word,  and  phonic 
method  in  first  learning  to  read.  2.  When  to  work  analytically,  when 
synthetically.  3.  The  use  of  sentences  from  natural  science  and  litera- 
ture. 4.  Use  of  the  blackboard,  of  charts,  and  of  readers.  5  Special 
devices  :  (a)  Use  at  first  simple  words  of  phonetic  spelling,  (b)  Clear 
phonic  drill.  (c)  Interpret  new  words  by  their  familiar  sounds.  (d) 
Make  a  list  of  words  with  a  different  combination.  Let  the  children 
form  such  lists.  (e)  Avoid  drawling  and  get  expressive,  natural  tones. 
(/)  A  very  sympathetic  manner  with  young  children.  (g)  Quick  and 
varied  drill.  (h)  For  busy  work  let  children  construct  words  and  sen- 
tences,    (i)  Reading  and  writing  run  parallel  from  the  first. 

CHAPTER  II. 

Reading  above  the  primary  grades. — 1.  Purpose. — Increased  power 
to  render  thought  expressively.  Secondary  purpose,  information  and 
appreciation  of  literature.  2.  Select  pieces  suited  to  instruct  and  in- 
terest  the   pupils.      Read    whole   classical   selections,    not   fragments. 

3.  Drill. — Read    less    in    quantity    and     make     steady     improvement. 

4.  Preparation  of  the  lesson  by  the  teacher,  by  the  pupil.  5.  Cultivate 
slow  and  distinct  expression.  6.  Cautions. — Position,  phonetic  drill, 
notice  unaccented  syllables  and  words  and  final  consonants.  7.  Make 
questions  and  criticisms  specific.  8.  Expression. — Question  for  em- 
phatic ideas,  for  the  modifications  of  subject  and  predicate,  for  contrasts 
and  comparisons.  Notice  general  style  of  the  piece.  Appeal  to  imag- 
ination and  feeling  and  sense  pictures.  Occasional  illustrative  reading 
by  the  teacher.  9.  Sight  reading,  occasional  supplementary  reading  to 
cultivate  quickness  and  increase  information.  10.  Avoid  too  rapid, 
mumbling,  sing-song,  irresolute  reading.  Avoid  the  careless  assignment 
of  lessons. 


26  Analysis  of  Course  of  Study. 

LANGUAGE   LESSONS. 

CHAPTER   I. 

Primary  and  Intermediate  grades.  1.  Purpose. — Drill  in  the  correct 
use  of  oral  and  written  English.  Incidental  language  drill  in  history, 
geography,  and  natural  science.  2.  Composition. — Outlines  kept  from 
history,  natural  science,  and  geography  are  the  basis  of  written  com- 
positions. Great  care  in  writing,  capitals,  spelling,  and  paragraphing. 
Errors  of  the  children  corr  cted  and  discussed  with  the  children. 
Compositions  rewritten  with  avoidance  of  errors.  Some  simple  rules 
are  helpful.  3.  Exercises  in  Correct  Oral  Speech.  -Common  errors 
pointed  out  and  the  correct  forms  drilled  upon.  Homonyms,  adverbs, 
pronouns,  and  irregular  verbs  receive  full  attention.  Correct  habit  is 
the  aim,  not  the  rules  of  grammar.  The  regular  grading  of  this  work 
for  each  term.     4.  Spirit  and  life  in  this  formal  drill. 

CHAPTER    II. 

Grammar  in  the  advanced  grades.  1.  Purpose. — Knowledge  of  the 
principles  and  laws  of  language.     Grammar  as  an  aid  in  correct  speech. 

2.  Why  technical  grammar  should  be  excluded  from  the  lower  grades. 

3.  Etymology  and  Syntax.     4.  The    inductive    approach   to    rules   and 
principles.     5.  Parsing  and  diagrams.     Analysis. 


SPELLING. 

1.  Written  and  oral  spelling.  2.  Spelling  reform.  3.  The  spelling 
book.  4.  Use  of  rules  in  spelling.  5.  The  writing  speller.  (3.  The 
application  of  spelling  to  other  studies. 


ARITHMETIC. 

CHAPTER    I. 

First  Year.  1.  The  Grube  method.  Its  six  requirements.  2.  The 
use  of  objects.  Variety  and  simplicity.  3.  First  learn  all  the  combi- 
nations in  a  single  number  in  addition,  subtraction,  multiplication,  and 
division.  4.  Use  of  series  first  and  miscellaneous  drill  later.  5.  The 
drawing  and  writing  of  numbers.  Seat  and  board  work.  6.  Absolute 
mastery  of  the  combinations.  Great  variety  of  drill  and  frequent 
repetition.  7.  Rapid  and  lively  drill  the  basis  of  interest.  8.  Learn- 
ing of  numbers  up  to  ten.  9.  The  formal  steps  in  primary  number.  10. 
Illustrative  treatment  of  the  number  6. 

CHAPTER    II. 

Second  Year.  1.  Grube  not  followed  in  second  grade.  The  deci- 
mal system.  2.  Arrangement  of  series  from  easy  to  difficult.  Treat- 
menl  of  pure  tens  first.  3.  Addition  and  subtraction  tables  to  100.  4. 
Order  of  the  multiplication  tables,  10,2,5,4,3,6,9,8,7.  5.  Tables 
first,  then  miscellaneous  drill  till  perfection  is  attained.  (>.  .Multiplica- 
tion and  division  run  parallel.  7.  Objects  in  second  grade.  A  large 
abacus. 


Analysis  of  Course  of  Study. 

Normal  Department. 


DRAWING. — Two  Years,  Two  Lessons  per  Week. 

1.  Our  Aim. — 1.  To  teach  Drawing  as  a  language.  2.  To  lead  pupils 
to  seek  culture  from  the  beautiful  in  Nature  and  Art.  3.  To  promote 
mental  development. 

2.  General  Points.—  1.  Drawing  a  language.  2.  Drawing  based 
upon  form  study.  3.  Three  divisions  of  drawing  as  to  use:  Drawing 
showing  construction.  Drawing  showing  appearance.  Drawing  of  the 
enrichment  or  decoration.  4  An  object  may  be  pictured  by  repre- 
senting its  outline,  its  light  and  shade,  or  its  color. 

3.  Form  Study — in  clay,  (a)  Natural  objects:  Fruits,  leaves,  vege- 
tables,    (b)  Geometric  forms:  Sphere,  cube, cylinder. 

4.  Drawing — Suggestions  for  Movement  and  Position,  (a)  Geo- 
metric views.  Construction  drawing.  1.  Two  views  necessary.  2. 
Invisible  edges.  3.  Foreshorted  views.  4.  Section  views,  (b)  Perspec- 
tive views  in  outline.  1.  Curved  edged  objects:  Face  view  of  the  circle. 
Edge  view  of  the  circle.  Oblique  view  of  the  circle.  2.  Straight  edged 
objects,  (a)  In  straight  position:  Edges  from  top  to  bottom.  Edges 
from  left  to  right.  Receding  edges,  (b)  In-turned  position:  Edges 
from  top  to  bottom.     Receding  edges.     To  the  left;  to  the  right. 

Color. — 1.  Source  of  color.  2.  Use  of  color.  3.  Effect  of  color. 
4.  Theory  of  color.  5.  Color  Harmony.  6.  Drawing  in  color:  1.  From 
nature.     2.  From  common  objects. 

DRAWING.— Second  Year. 

History.  Architecture.  Ornament. 

Ancient  Period. — Egyptian  school.     Greek  school.     Roman  School. 

Mediaeval  Period. — Byzantine  school.  Saracenic  school.  Gothic 
school. 

Modern.  —  Renaissance. 

Pupils  make  drawings  of  the  characteristic  elements  of  constructive 
and  ornamentation. 

Light  and  shade  (with  pencil).  From  cast.  From  nature.  From 
common  objects.     From  models. 

Illustrative  Drawing.  From  nature;  cast;  copy.  This  work  is  an 
effort  to  acquire  skill  in  rapid  illustrative  work,  and  the  material  is 
gathered  from  any  source. 

PENMANSHIP. 

Outline  of  work. 

Purposes. — I.  To  fix  clearly  in  the  minds  of  the  pupils  the  follow- 
ing fundamental  ideas.  1.  To  write  well  requires  a  correct  conception 
of  what  is  to  be  written.  2.  Ability  to  execute  that  conception  with 
pen,  pencil,  or  crayon.  3.  This  ability  must  be  gained  through  careful 
practice,  for  it  is  an  acquired  habit,  and  habit  comes  from  repetition. 
i.  The  practice  must  be  careful,  else  instead  of  eliminating,  the  pupil 
will  only  be  confirming  a  faulty  habit.  5.  It  requires  but  little  time  to 
acquire  ;i  correct  mental  picture  of  a  hitter,  compared  with  the  time 
acquired  to  train  the  muscles  to  make  it  rapidly  and  easily.  Hence, 
by  far,  the  greater  share  of  the  time  should  be  devoted  to  training  the 


Illinois  State  Normal  University.  29 

muscles.  6.  Movement  is  the  mainspring  of  any  good  writing  system, 
and  the  muscular  movement  is  by  all  authorities  conceded  to  be  the 
best.  7.  To  improve  our  writing,  we  must  improve  our  habits  of  mak- 
ing the  individual  letters.  To  do  this,  the  best  way  is  to  repeat  the 
same  letter  in  an  exercise  with  constant  effort  at  improvement. 

II.  To  make  the  transition — for  with  most  pupils  it  is  a  transition 
— to  muscular  movement,  and  give  as  much  drill  as  the  time  will  per- 
mit, in  movement  exercises  for  the  purpose  of  securing  control  of  this 
movement. 

PHYSICAL  TRAINING. 

The  object  of  the  work: 

1.  To  secure  health  by  means  of  exercise,  which,  (a)  raise  the  vital 
organs  to  their  proper  altitude;  (h)  relieve  friction  in  the  articulations 
and  stimulate  the  vital  organs;  (c)  increase  the  strength  of  the  torso, 
while  developing  the  extremities;  (d)  develop  the  relation  between  the 
muscles. 

2.  To  make  of  the  body  a  perfect  servant  of  the  mind,  by  securing: 
(a)  normal  bearing;  (b)  freedom  and  grace  of  movement;  (c)  self-com- 
mand; (d)  the  proper  relation  between  body  and  mind.  The  exercises 
are: 

First  Group,  (n)  Exercises  to  obtain  erect  position;  (o)  poising: 
1.  Forward.     2.  Backward;     3.   Up.  4.   Down. 

Second  Group.  Movements  for  freeing  muscles  of  the  (a)  hips;  (b) 
sides;  (c)  chest;  (d)  waist;  (e)  neck;    (/)  wrists;  (g)  knees. 

Third  group,  (a)  Inhaling:  1.  Without  arm  movement.  2.  With 
arm  movement.  (<b)  Bending:  1.  Forward.  2.  Backward.  3.  Lat- 
erally. 4.  Diagonally  forward.  5.  Diagonally  backward,  (c)  Twist- 
ing body:  1.  Around  the  left  to  back.  2.  Around  the  right  to  back. 
(d)  Reaching:  1.  Laterally.  2.  Diagonally  forward.  3.  Diagonally 
backward. 

Fourth  Group.  Arm  movements;  with  instruction  in  walking, 
marching,  running,  and  jumping. 

Advanced  Work.     1.   Responsive  work.     2.  Pantomime. 

VOCAL  MUSIC— First  Year,  Spring  Term. 

1.  Methods  of  instruction  in  elements  of  vocal  music. 

2.  Practice  in  reading  in  five  keys. 

3.  Philosophy  of  transposition. 

4.  Choral  practice. 


Course  in  Natural  Sciences. 


ZOOLOGY.— Second  Year,  First  Term. 

1.  Collection  of  Insects;    Study  of  Insects;   Principles  of  Classifica- 
tion developed  by  comparing  and   contrasting  several  kinds  of  Insects. 

2.  The  Crayfish,  studied  alive  and  then  dissected  (type  of  Crustacea). 

3.  External  characteristics  of  Birds.    Analysis  of  Birds  (Jordan's  Man- 
ual).    4.  Study  of  the  following  animals  alive;  dissection  as  types: — 


30  Analysis  of  Course  of  Study. 

(a)  Earthworm  (Vermes);  (b)  Clam  (Mo.luska);  (e)  Perch  (Pisces); 
(d)  Frog  (Batrachia);  (e)  Snake  (Reptilia);  (/)  Pigeon  (Aves);  (y) 
Rabbit  (Mammalia).  5  Study  of  live  Hydra.  6.  Study  of  a  few  Pro- 
tozoa.    7.  Study  of  Starfish  and  Sea-urchin  (alcoholic). 

Drawings  and  descriptions  of  animals  studied  preserved  in  perma- 
nent note-book. 

Text-books:     Packard;  Colton's  Practical  Zoology. 


PHYSIOLOGY.— Second  Year,  Second  Term. 

1.  Muscle.  (1)  Experiments  on  the  Muscles  in  our  bodies.  (2) 
Models  of  Human  Muscles.  (3)  Dissection  of  hind  leg  of  rabbit.  (4) 
Structure  of  Muscle,  (a)  gross;  (b)  minute.  (5)  Action  of  Muscle  (ex- 
periment on  frog's  muscle).  (6)  Training  of  Muscles  (symmetrical  de- 
velopment). 

2.  Bone.  (1)  Bones  as  levers.  (2)  Bones  as  protectors  (brain  and 
spinal  cord).  (3)  Bone  structure,  (a)  gross;  (b)  microscopic.  (4) 
Joints,     (a)  Dissection  of  joints  of  rabbit's  leg,  and  beef  joints. 

3.  General  Functions  of  the  Nervous  System,  Sensation  and  Motion. 
1.  Experiments  on  frog,  reflex  action  of  the  Spinal  Cord.  2.  Dissection 
of  Spinal  Cord  and  Brain  of  cat.  3.  Voluntary  Motion.  4.  Sensation 
of  Touch. 

4.  Circulation.  1.  External  indications  of  the  Circulation  of  Blood: 
Heart  beat,  pulse,  blushing,  pallor,  experiments  on  veins,  etc.  (a) 
Microscopic  examination  of  frog's  blood,  (b)  Circulation  of  blood  in 
web  of  frog's  foot  under  microscope.  2.  Internal  proofs  of  the  Circula- 
tion of  the  Blood,  (a)  Dissection  of  heart  and  lungs  (sheep  or  pig), 
(b)  demonstration  of  the  action  of  the  heart,  (c)  injection  of  arteries, 
(d)  tracing  injected  arteries  and  veins.  3.  Description  of  Organs  of 
Circulation  and  their  action'.  (a)  Action  of  frog's  heart,  (b)  action  of 
the  heart,  (c)  experiments  illustrating  the  action  of  the  large  arteries, 
(d)  action  of  medium-sized  arteries  (plain  muscle  fibers),  (e)  veins 
(valves).  4.  Blood  and  Lymph,  (a)  Microscopic  examination  of  drop 
of  blood  from  finger,  (b)  composition  of  blood,  (c)  coagulation  of  blood, 
(d)  injection  of  thoracic  duct  (lymph).     5.  Hygiene  of  Circulation. 

5.  Respiration.  1.  Organs  of  respiration.  2.  Mechanical  process  of 
respiration.  3.  Experiments  illustrating  respiration.  4.  Capacity  of 
the  lungs.  5.  Composition  of  air.  6.  Experiments  illustrating  the 
chemistry  of  respiration.  7.  Experiments  snowing  the  differences  be- 
tweeu  inspired  and  expired  air.  8.  Production  of  heat  and  motion  in 
the  body.  9.  Comparison  of  the  human  body  and  a  locomotive.  10.  Hy- 
giene of  respiration. 

6.  Excretion.  1.  The  Skin.  Functions:  (a)  Excretory,  (b)  heat- 
regulating,  (c)  protective,  (d)  sensory,  (e)  absorptive.  2.  The  Kidneys. 
(a)  dissection  of  pig's  or  sheep's  kidney,  (b)  action  of  the  kidneys,  (c) 
relations  of  the  lungs,  kidneys,  and  skin. 

7.  Digestion.  1.  Foods  and  cooking.  2.  Dissection  of  the  digestive 
organs  of  a  cat.  3.  Study  of  cross  and  longitudinal  sections  of  teeth.  4. 
The  salivary  glands.  5.  Experiments  with  artificial  digestion.  0.  Ab- 
sorption. 7.  Hygiene  of  digestion.  S.  Taking  "cold,"  diarrhoea, 
bathing. 

8.  The,  Nervous  System.  Functions  of  the  Brain  and  Spinal  Cord. 
Hygiene  of  the  Nervous  System. 


Illinois  State  Normal  University.  31 

9.  The  Special  Senses.  Sight,  (a)  dissection  of  the  eye,  (b)  ex- 
periments on  accommodation,  (c)  experiments  on  blind  spot,  (d)  exper- 
iments on  color  contrast,  (e)  experiments  on  adaptation  to  amount  of 
light.  Defects  in  vision.  Hygiene  of  the  Eyes.  Smell  and  Taste. 
Hearing.     The  Voice  and  Speech.     Dissection  of  the  Larynx. 

Drawings  and  descriptions  of  dissections  made  into  book. 

Text-book  :     Martin's  Human  Body  (briefer  course). 

BOTANY.— Second  Year,  Third  Term. 

1.  Planting  seeds  (corn  and  beans);  their  structure  and  growth. 
2.  Buds,  structure,  protection,  arrangement,  kinds,  growth.  3.  Study 
of  early  flowers,  Hepatica,  Spring  Beauty.  Trillium,  Blood-root,  etc. 
Study  of  Types:  4.  Green  slime  (Protophyta).  5.  Moss  (Bryophyta). 
•6.  Fern  and  Horsetail  (Pteridophyta).  7.  Scotch  Pine  and  Austrian 
Pine  (Gymnosperms).     8.  Common  flowering  plants  (Angiosperms). 

Herbarium  required.     Notes  and  drawings  of  plants  studied. 

Text-book  :     Gray's  School  and  Field  Book. 

PHYSICS.— Third  Year,  First  and  Second  Term. 

The  topics  generally  indicate  lines  of  experimental  work,  followed 
by  study  of  the  text-book.  The  movement  in  the  study  of  each  division 
of  the  subject  is  usually  as  follows:  (a)  Qualitative  experiments  by  the 
student  or  the  instructor,  with  preliminary  definitions,  (b)  Quantita- 
tive experiments  by  the  student,     (c)  Study  of  the  text-book.  Problems. 

(d)  Recitation  on  both  experimental  work  and  text. 

1.  Measurements  of  length,  volume,  and  mass,  by  the  metric  sys- 
tem, (a)  Methods  of  linear  measurement,  (b)  Practice  in  the  use  of 
the  graduate  cylinder.  Methods  of  correct  reading.  Use  of  Erdmann's 
float.  Errors.  Determination  of  the  volume  of  an  irregular  body. 
Calibration  of  tubes,  (c)  The  balance.  Methods  of  weighing.  Prac- 
tice in  weighing  bodies  to  1  mgr. 

2.  Density  and  Specific  Gravity,  (a)  Determination  of  density  of 
wood,  glass,  stone,  iron,  etc.,  by  the  balance,  (b)  Specific  gravity  of 
liquids  by  the  specific-gravity  bottle,  (c)  Determination  of  the  weight 
lost  by  a  solid  immersed  in  a  liquid,  (d)  Determination  of  specific 
gravity  by  immersion,  (e)  Liquid  pressure  due  to  weight.  (/)  Specific 
gravity  of  liquids  by  the  method  of  balancing,     (g)  The  hydrometer. 

3.  Dynamics,  (a)  The  action  of  a  force  upon  a  body,  (o)  Compo- 
sition and  resolution  of  forces,  (c)  Graphic  representation  of  forces; 
(1)  acting  at  an  angle  on  the  same  point,  and  (2)  parallel  forces  acting 
at  different  points,  on  a  rigid  body,     (d)  Gravitation.     Laws  of  motion. 

(e)  Laws  of   falling   bodies.     (/)  Projectiles,     (g)  The    pendulum,     (h) 
Formula  for  kinetic  energy. 

4.  Machines,  (a)  Development  of  the  laws  of  the  inclined  plane, 
lever,  and  pulley,  (b)  Machines  as  devices  for  transferring  energy, 
(c)  General  laws  of  machines. 

5.  Hydrostatics,  Hydrokinetics,  Pneumatics,  (a)  The  hydrostatic 
bellows,  (b)  The  hydrostatic  press,  (c)  Formula  forvelocity  of  spout- 
ing liquids,  (d)  Water  wheels,  (e)  The  barometer;  (/)  Pumps,  (g) 
The  siphon. 

6.  Electricity  and  Magnetism.  (1)  Frictional  Electricity,  (a)  Two 
kinds  of  electrification,  (b)  Tests  for  each,  (c)  Electrostatic  induc- 
tion,    (d)  The  gold-leaf  electroscope,    (e)  The  electrophorus.     (/)  Elec- 


Illinois  State  Normal  University.  33 

trie  density,  (g)  Electric  condensers,  (h)  The  Leyden  jar.  (i)  Modes 
of  discharge,  (j)  Lightning-rods.  (2).  Voltaic  Electricity,  (a)  The 
voltaic  cell,  (b)  Construction  and  use  of  various  forms  of  the  voltaic 
cell,  (c)  Action  of  currents  on  magnets,  (d)  Construction  and  use  of 
the  tangent  galvanometer,  (e)  Astatic  and  sine  galvanometers.  Long 
and  short  coil  instruments.  (/)  Electrical  resistance.  Conditions  af- 
fecting resistance,  (g)  Methods  of  connecting  cells.  Tests  with  gal- 
vanometer, (h)  Measurement  of  resistance.  Wheatstone's  bridge. 
(3).  Magnetism.     Induced  currents,     (ft)  General  study  of   a  Magnet. 

(b)  Action  of  the  attracted  body  on  the  magnet,  (c)  Mutual  action  of 
two  magnets,  (d)  Induced  magnetism.  Law  of  induced  magnets. 
(e)  Mapping  out  magnetic  fields.  (/)  Electro-magnets.  Conditions  af- 
fecting the  strength  of  electro-magnets,  (g)  Methods  of  windingelectro- 
magnets.  (h)  Induced  currents,  (i)  The  Ruhmkorff  coil.  (4).  Indus- 
trial applications  of  Electricity,    (a)  The  telegraph,   (b)  The  telephone. 

(c)  The  dynamo,  (d)  The  incandescent  lamp,  (e)  The  arc  light,  (f) 
Methods  of  wiring  for  electric  light  systems,  (g)  Converters,  (h)  Prin- 
ciples of  the  motor. 

7.  Sound,  (a)  Wave  motion.  Transverse  and  longitudinal  vibra- 
tions, (b)  Sound  waves.  Propagation  of  sound,  (c)  Measurement  of 
the  velocity  of  sound  in  air  and  in  carbon  dioxide,  (d)  Conditions  af- 
fecting pitch  of  a  vibrating  string,  (e)  Sounding  boards.  Resonance. 
(/)  Coincident  sound  waves.  Interference,  (g)  The  musical  scale. 
Absolute  pitch,  (h)  Fundamental  tones  and  overtones.  {%)  The  Phono- 
graph. 

8.  Heat,  (ft)  General  effects  of  heat  on  the  volume  of  solids, 
liquids,  and  gases,  (b)  Comparative  conductivity  of  various  solids,  (c) 
Radiation  of  heat,  (d)  Convection,  (e)  Testing  thermometers.  (/) 
General  effects  of  heat  upon  the  temperature  and  physical  form  of  solids 
and  liquids,  (g)  Curve-plotting  of  temperatures  for  heating  and  cooling 
liquids,  (h)  Determination  of  melting  and  boiling  points  of  solids  and 
liquids,  (i)  Distillation,  (j)  Latent  and  specific  heat,  (k)  The  steam 
engine. 

9.  Light,  (a)  Rectilinear  motion  of  light,  (b)  Inverted  images, 
(c)  Shadows,  (d)  The  photometer.  Distance  and  the  intensity  of 
light,  (e)  Plane  mirrors.  Location  of  virtual  imases.  (f)  Concave 
mirrors.  Real  and  virtual  images.  Geometric  constructions,  (g) 
Lenses.  Measurement  of  focal  length.  (7i)  Decomposition  and  compo- 
sition of  white  light,  (i)  The  rainbow,  (j)  Optical  instruments.  The 
eye.     Microscopes.    Telescopes. 

CHEMISTRY.— Third  Year,  Third  Term. 

The  atomic  theory  is  made  the  correlating  principle  of  the  term's 
work.  The  general  movement  is  such  as  to  be  a  gradual  development 
of  this  theory.  The  experiments  are  usually  performed  by  the  stu- 
dents, under  direction  of  the  instructor. 

1.  The  analysis  of  typical  binary  compounds,  hydrochloric  acid, 
water,  ammonia,  marsh  gas.  2.  Examination  of  the  constituent  ele- 
ments. 3.  The  synthesis  of  binary  compounds.  4.  Methods  of  analysis 
and  synthesis.  Chemical  agents.  5.  Volumetric  relations  of  the  ele- 
ments in  each  compound.  6.  Chemical  symbols.  Nomenclature.  7. 
Laws  of  Gay-Lussac,  definite  proportions,  and  conservation  of  mass. 
8.  Chemical  equations.  Problems.     9.  Quantivalence,  illustrated  by  the 


34  Analysis  of  Coukse  of  Study. 

typical  group.  10.  The  analysis  of  nitric  acid.  The  nitroxygen  series. 
11.  Law  of  multiple  proportions.  12.  Simple  and  compound  radicals. 
13.  Electrolysis.  Electro-chemical  series.  14.  The  relation  of  acids, 
bases  and  salts.  15.  Familiar  metals.  10.  Congeners  of  the  typical 
binary  group.  17.  The  halogen  group.  18.  Familiar  carbon  compounds 
19.  Laws  of  Charles  and  Marriotte.  20.  Development  of  the  atomic 
theory  from  the  study  of  the  preceding  topics.  21.  The  law  of  Ampere. 
22.  The  phenomena  of  combustion.  23.  Chemistry  and  the  conserva- 
tion of  energy. 

CIVIL  GOVERNMENT— Second  Year,  First  Term. 

1.  Necessity  of  government.  2.  Government  in  the  family;  its  pur- 
pose; nature;  necessity.  3.  Government  in  the  school;  its  purpose; 
nature;  necessity.  4.  Town  government.  5.  County  government.  6. 
State  government.  Historical  sketch  of  Illinois;  the  northwest  terri- 
tory; ordinanceof  1787;  influence  on  the  history  of  the  state;  Illinois  as 
a  territory;  admission  as  a  state;  legal  boundaries;  three  constitutions; 
relation  of  constitution  to  constitution  of  United  States;  legislative  de- 
partment; executive  department;  judicial  department;  state  boards;  state 
institutions;  duties  of  the  citizen  to  the  state:  of  the  state  to  the  citi- 
zen. 7.  Government  of  the  United  States.  United  States  History  re- 
viewed; government  of  the  colonies  with  their  relation  to  each  other  and 
to  England;  the  Revolutionary  War;  Declaration  of  Independence; 
articles  of  confederation;  steps  leading  to  formation  of  constitution; 
general  analysis  of  the  different  departments  of  government;  amend- 
ments. 

In  discussing  the  above  topics  care  is  taken  to  impress  it  upon  the 
pupils,  that  government  is  constituted  for  the  good  of  the  people,  and 
that  its  purpose  is  to  protect  them  in  the  enjoyment  of  their  rights.  It 
is  a  creature  of  their  own  creation,  intended  to  benefit  all,  and  not  a 
few  at  the  expense  of  the  many.  Hence  it  is  the  duty  of  each  to  yield  a 
ready  obedience  in  order  that  all  may  receive  the  greatest  good. 

ILLUSTRATIVE   TEACHING. 
Third  Year;  First,  Second,  Third  Term. 

1.  Preparatory  work.  McMurry's  General  Method,  three  hours  a 
week. 

2.  Review  of  psychology  of  attention. 

3.  General  examination  of  the  subject  of  Geography. 

4.  Illustrative  lessons  with  children  in  various  stages  of  geograph- 
ical work.  Exercises  conducted  by  teacher  in  charge  of  class,  or  by  a 
training  teacher.  Members  of  Normal  class  write  up  notes  for  inspec- 
tion by  teacher. 

5.  (General  examination  of  the  subject  of  Arithmetic. 

0.  Illustrative  lessons  with  children  in  the  various  stages  of  the 
work.  Exercises  conducted  by  the  teacher  in  charge  of  the  class,  or  by 
a  training  teacher.     Members  of  Normal  class  write  up  notes. 

7.  General  examination  of  the  subject  of  Reading. 

8.  illustrative  lessons  as  above. 

9.  Similar  treatment  of  the  remaining  subjects  of  the  Common 
School  Course  below  the  High  School,  so  far  as  time  will  permit. 


Illinois  State  Normal  University.  35 

Practice  Work  in  Model  School. 


Second  Year;  Second  Term,  Third  Term. 
Third  Year;  Second  Term,  Third  Term. 

Each  Normal  student  is  required  to  teach  four  terms  in  the  Train- 
ing School,  for  forty-five  minutes  each  day.  At  least  one  term  must  be 
spent  in  the  Primary  Grades.  All  practice  work  is  performed  under 
the  immediate  oversight  of  the  training  teachers.  The  work  of  criti- 
cism is  both  personal  and  general.  The  general  criticisms  are  given  in 
teachers'  meetings,  one  of  which  is  held  each  week.  The  special  criti- 
cisms are  given  in  grade  meetings  and  in  personal  interviews.  Pupil 
teachers  must  submit  plans  of  work  to  their  supervisor,  which  must  be 
approved  before  being  put  into  execution.  They  are  held  responsible 
for  the  control  and  general  management  of  their  classes  They  are  ex- 
pected to  make  personal  studies  of  the  pupils,  so  that  they  may  give 
accurate  descriptions  of  their  characters,  personal  peculiarities,  habits 
of  study,  and  general  disposition. 

Generally  each  pupil  teacher  is  under  the  observation  of  one  or 
more  pupil  teachers,  who  make  careful  notes  of  the  work.  By  this 
arrangement  the  training  teachers  are  enabled  to  determine  accurately 
the  skill  with  which  discipline  is  maintained  in  their  absence. 

The  practice  work  of  the  pupil  teachers  reaches  from  the  first  grade 
of  the  Primary  School  through  the  first  year  of  the  High  School.  In 
addition  to  the  work  of  instruction,  pupils  are  required  to  take  charge 
of  a  room  during  opening  exercises,  and  to  have  the  management  of 
children  as  much  as  possible. 

Frequent  illustrative  exercises,  conducted  by  training  teachers,  are 
given  to  the  whole  body  of  pupil  teachers.  These  cover  a  variety  of 
subjects,  but  are  usually  given  in  those  studies  in  which  there  is  the 
greatest  probability  of  lack  of  skill  on  the  part  of  the  pupil  teachers. 
It  is  found  that  subjects  like  Natural  Science  and  Literature  afford  the 
greatest  difficulties  to  the  ordinary  teacher;  consequently,  exercises  are 
given  in  those  subjects  more  frequently  than  in  any  others. 

Persons  desiring  to  fit  themselves  for  primary  teachers  are  per- 
mitted to  put  in  all  of  their  time  with  the  training  teacher  having  the 
lowest  departments  in  charge. 

During  recesses  and  noons  children  are  under  the  general  oversight 
of  pupil  teachers,  who  make  careful  studies  of  individual  pupils  as  they 
manifest  their  dispositions  in  games  or  other  recreations. 

ANCIENT  HISTORY.— Second  Year,  Second  Term. 

1.  What  History  is;  what  it  treats  of;  sources — "monuments,  relics, 
records";  aids  to  history — Ethnology,  Archaeology,  Philology.  2.  Di- 
visions of  History:  Ancient,  mediaeval,  modern.  History  a  continuous 
whole.  3.  Races  of  Mankind:  White,  yellow,  black.  The  white  or 
Caucasian  the  historic  race.  4.  Geographical  sketch  of  the  ancient 
oriental  nations.  Historical  darkness  in  Northern  Asia;  twilight  in 
Central  Asia;  sunlight  in  Western  Asia.  5.  Hindoostan.  6.  China.  7. 
Egypt.  8.  Chaldaea.  9.  Assyria.  10.  Babylonia.  11.  The  Hebrews. 
12.  Phoenicia.  13.  Persia.  14.  Greece.  15.  Rome.  The  Hebrews, 
Greeks,  and  Romans,  the  principal  factors  in  ancient  civilization. 


36  Analysis  of  Course  of  Study. 

MEDLEVAL  HISTORY.— Third  Year,  First  Term. 

Rome  under  Augustus;  public  buildings;  social  conditions;  nature 
of  the  government.  Rome  under  Nero;  Vespasian;  Titus;  Trajan;  the 
Antonines;  Diocletian;  Constantine  the  Great;  Christianity;  Constanti- 
nople. The  G  ths:  Theodosius;  Alaric;  Attila;  Genseric.  Fall  of  the 
Roman  Empire  in  the  west.  Relation  of  the  fall  to  world-history. 
Roman  literature;  orators;  historians;  poets;  gladiators;  slavery.  The 
Teutonic  tribes;  conversion  of  the  Franks,  etc.  Monasticism;  fusion  of 
the  Latin  and  Teutonic  peoples;  character  of  Teutonic  legislation. 
The  Empire  of  the  East;  becomes  Greek.  Mohammed  and  the  Saracen?: 
conquests;  east;  west;  north;  contact  with  Roman  Empire  of  the  east. 
Crusade:  Cause;  results;  influence  on  civilization.  Charlemagne:  do- 
minion; purpose;  achievements.  The  Northmen:  rise  of  the  Papal 
power;  mission  of  Rome;  iconoclasts;  feudalism;  chivalry.  The  Celts  in 
Britain;  the  Romans:  Saxons;  Alfred  the  Great;  Norman  Conquest; 
conflict  of  kings  with  the  church;  Magna  Charta;  first  Parliament;  war 
of  the  Roses;  the  Tudors;  Henry  VIII.;  the  reformation:  Mary  I.; 
Elizabeth;  the  Stuarts;  war  between  Charles  I.  and  Parliament;  Crom- 
well; the  restoration.  France,  Germany,  Spain,  Italy.  Luther:  The 
reformation  in  Germany.  The  Ottoman  Empire.  Downfall  of  Con- 
stantinople. Influence  of  fall  on  Europe.  Growth  of  cities.  Conflict 
between  cities  and  nobility.     Printing.     Discovery  of  America. 


PHYSICAL  GEOGRAPHY.— Second  Year,  Third  Term. 

Anatomy  and  physiology  of  the  globe.  Life  of  the  globe,  kinds  of 
life,  importance  of  contour;  Relief;  Relative  Position;  Analogies. 
Guyot's  Seven  Laws  of  Relief:  Relief  of  Ocean  beds;  formation  of  the 
Continents.  Land  and  Sea  Climate:  The  Winds;  the  water  carries  dis- 
tribution of  the  rains.  Marine  Currents:  Cause;  effects.  Contrasts  of 
the  three  continents  of  the  north,  and  those  of  the  south.  The  part 
which  <  ach  of  the  northern  continents  has  performed  in  history.  Con- 
trast of  the  Old  World  and  the  New.  Characteristics  of  the  Old  World; 
of  the  New.  Old  World  excels  in  animal  life;  the  New  in  vegetable 
life.  Law  of  life  in  the  Vegetable  Kingdom;  Animal  Kingdom;  Man  an 
exception.  The  Continents  and  Civilization.  Inability  of  the  Old 
World  to  attain  the  end  of  humanity;  Assistance  given  by  the  New 
World.  Action  and  reaction  of  the  two  worlds  upon  each  other.  The 
result,  a  higher  form  of  civilization.  Geographical  march  of  History. 
"Westward  the  Course  of  Empire  takes  its  way."     Science  and  faith. 


OUTLINE  OF  WORK  IN  RHETORIC— Second  Year,  Second  Term. 

1.  Purity.— (a)  Good  Use;  (b)  Divided  Usage,  Ancient  Usage;  (c) 
Barbarisms:   (t?)   Solecisms;   (e)    Improprieties. 

2.  Diction.— (a)  Principles  of  Choice;  (b)  Number  of  Words;  (c) 
Arrangement  of  Words. 

Fundamental  Principles  underlying  rules  for  Purity,  Clearness, 
Force,  and  Elegance. 

Kind*  of  Composition.—  (a)  Description;  (b)  Narration;  (c)  Argu- 
mentative Composition. 


38  Analysis  of  Course  of  Study. 

An  effort  is  made  to  awaken  the  critical  instinct  in  the  hope  of  se- 
curing three  ends:  A  purer  diction  in  speech;  a  greater  enjoyment  of 
good  English  in  books:  and  an  appreciation  of  the  fundamental  qualities 
of  good  composition,  unity,  directness,  clearness,  and  simplicity.  Orig- 
nal  Composition. 


LITERATURE.— Second    Year,  Third    Term,  and  Third    Year,  First 
and  Second  Term. 

The  work  in  Literature  runs  through  three  terms,  one  of  which  is 
given  up  wholly  to  Shakespeare.  Twenty-seven  weeks  are  left,  there- 
fore, for  the  study  of  the  whole  body  of  English  literature.  The  his- 
tory of  its  growth  is  taken  up  in  brief  outline,  to  give  the  student  some 
notion  of  the  relation  of  the  literature  to  the  historic  development  of  the 
English  people.  The  following  points  are  treated,  some  of  them  con- 
sidered at  some  length,  some  of  them  left  with  a  bare  mention: 

1.  The  Saxons:  Their  character  as  seen  in  early  literature.  Be- 
owulf, Caedmon,  Cynewulf,  The  Fight  at  Maldon,  Baeda,  Alfred,  The 
English  Chronicle. 

2.  The  Normans:    Their  origin,  and  character. 

3.  The  Norman  Conquest:  Its  Nature,  its  effects  on  Language  and 
Literature.  Two  literatures  on  English  Soil;  French  and  Saxon,  or  Semi- 
Saxon;  Chronicles;  Homilies;  Oimulum;  Layamon's  Brut;  Poetic  Ro- 
mances; Lyrics. 

4.  Early  Modern  English.  Literature  of  Religious  and  Social  or 
Political  Reform.     Wiclif,  Langland,  Pecock. 

5.  Literature  Proper:    Gower,  Chaucer,  Ballads,  Malory. 

6.  The  Revival  of  Learning.  Caxton's  Work.  Social,  Political, 
and  Religious  Criticism.  Sir  Thomas  Moore,  Tyndale,  and  other  contro- 
versialists and  translators  of  the  Bible,  Skelton,  Sir  David  "Lyndsay. 

7.  Artistic  Growth;  the  Italian  Influence.  Surrey  and  Wyatt,  and 
the  Sonnet  and -Blank  Verse;  Translations:  Italian  and  Spanish  Ro- 
mances; the  Tudors'  love  of  masques,  shows,  and  the  drama;  the  pop- 
ular taste. 

8.  Growth  of  the  National  Spirit.  The  English  Reformation,  polit- 
ical as  much  as  religious;  Struggles  with  Rome,  Spain,  France;  part 
played  by  Mary  of  Scotland;  Victory  over  the  Spanish  Armada;  Drake's 
and  Raleigh's  voyages  and  exploits  at  sea;  conquest  and  colonization. 

9.  The  Literature  of  the  Age  of  Elizabeth  an  outgrowth  of  the 
many-sided  Life  of  the  Time:  Growth  of  Satire;  of  Political,  Religious, 
and  Social  Controversy;  of  the  Literature  of  Travel  and  Adventure;  of 
Romantic  Narrative  in  Prose  and  Poetry;  of  Patriotic  Song  and  Story; 
of  Lyric  Poetry,  and  of  the  Drama,  involving  al  the  other  literary 
forms.  Gascoigne,  Sackville,  Nash,  Spenser,  Sidney,  Hakluyt,  Raleigh, 
Frobisher,  Warner,  Daniel,  Drayton,  Lyly,  Green,' -Peele,  Marlowe, 
Shakespeare,  Bacon,  Hooker. 

10.  The  Stuarts  and  Puritan  England;  Social  Demoralization;  De- 
cadence! of  the  Drama  and  of  the  Poetic  Impulse;  Prose  rising  in  im- 
portance: Rise  of  Biography;  Growth  of  History;  Political  and  Relig- 
ious Controversies,  continued.  Ben  Jonson,  Beaumont  and  Fletcher, 
Webster.  Thos  Fuller.  Jeremy  Taylor,  Sir  Thomas  Browne,  Izaak  Wal- 
ton, William  Prvnnc,  Paeon.  Knolles.  Raleigh,  Hall,  Donne. 


Illinois  State  Normal  University.  39 

11.  The  Civil  War  and  the  Commonwealth;  Political  Controversy; 
Religions  Controversy;  Court  and  Cavalier  Songs;  Social  Questions; 
History  largely  Biographical;  Memoirs.  Milton,  Suckling,  Herrick, 
Cowley,  Lovelace,  Bunyan,  Evelyn,  Clarendon,  Hobbes. 

12.  The  Res'oration;  Corrupt  Society;  Corrupt  Literature;  Satire; 
Political,  Social,  and  Philosophical  Discussions.  The  Dramatists:  Con- 
greve,  Dryden,  Wycherly,  etc.;  Satirists,  Dryden,  Butler,  Pepys,  Bur- 
net, Locke,  Algernon  Sidney,  Neville,  Milton. 

13.  The  Revolution  and  Age  of  Anne  and  the  Georges;  Prose  still 
growing  in  importance  as  Political  and  Social  Questions  multiply;  The 
Periodic  Essay;  The  Newspaper;  the  Novel.  Pope,  Locke,  Swift,  De- 
foe, Gay,  Prior,  Warburton,  Bolingbroke,  Addison,  Steele,  Richardson, 
Fielding,  Steine,  Smollett,  Goldsmith.  Dr.  Johnson,  Burke,  Adam  Smith, 
Scott. 

14.  Revival  of  Poetry.  Cowper,  Gray.  Collins,  Burns,  Goldsmith, 
Crabbe,  Thomson,  Chatterton,  Blake,  Scott. 

15.  Period  of  the  French  Revolution;  Return  to  Nature;  Love  of 
Man;  Thought  for  the  Poor;  Reform.  Wordsworth,  Coleridge,  Byron, 
Shelley,  Keats. 

16.  Latest  Period,  in  part  a  continuing  of  the  Revolutionary  Period, 
in  part  a  new  growth  of  the  Scientific,  Critical,  and  Humanitarian  Im- 
pulses; History;  Novels;  Criticism.  Tennyson,  Carlyle,  the  Brownings, 
Matthew  Arnold,  Emerson,  Hawthorne,  Whittier,  Lowell,  Longfellow, 
Dr.  Holmes,  Bryant,  Thoreau,  Ruskin,  George  Eliot,  Thackeray,  Dick- 
ens, George  Meredith,  etc. 

17.  Less  time  is  given  to  this  historic  outline  than  to  the  study  of  a 
few  authors  in  their  best  works.  The  authors  studied  with  sume  care 
during  the  last  year  have  been  :  (a)  Chaucer:  The  Prologue,  Knight's 
Tale,  and  Nonne  Prestes  Tale;  (b)  Ballads  :  Sir  Patrick  Spens,  Chevy 
Chace,  Edom  o'  Gordon,  Lyke-Wake  Dirge,  etc;  (c)  Spenser  :  Two 
Cantos  of  the  Faery  Queen;  (d)  Shakespeare:  King  Lear,  Hamlet.  Mac- 
beth, Coriolanus,  Midsummer  Night's  Dream,  Othello;  (e)  Bacon  :  Se- 
lected Essays;  (/)  Milton  :  Paradise  Lost,  Books  I-II;  Lycidas;  (g) 
Charles  Lamb  :  Selections  from  Essays  of  Elia;  (h)  Thackeray:  Selec- 
tions trom  Roundabout  Papers;  (i)  Robert  Browning  :  Selected  Poems; 
(./)  Elizabeth  Barrett  Browning  :  Selected  Poems;  (k)  Tennyson:  In 
Memoriam. 

In  addition  to  these  works,  members  of  the  class  are  assigned  other 
works  for  private  reading;  essays  are  prepared  upon  works  thus  read, 
and  presented  before  the  class,  and  criticised. 

SHAKESPEARE. 

1.  Plays  read:  King  Lear;  Hamlet;  Macbeth;  Coriolanus;  Mid- 
summer Night's  Dream;  Othello. 

2.  Object  sought:     An  intelligent  reading  of  dramatic  literature. 

3.  Points  emphasized:  1.  The  Drama  is  Literature,  not  Philoso- 
phy, not  Ethics,  not  History;  yet,  the  Drama  is  philosophical,  ethical, 
historical.  2  Whatever  philosophical,  ethical,  or  historical  lessons  the 
drama  has  to  teach,  these  lessons  are  best  reached  through  a  sympa- 
thetic study  of  the  dra-ma  as  Literary  Form.  Therefore,  in  the  first 
dramas  read  we  follow  closely  the  Dramatic  Construction,  observing 
the  Induction  of  the  action,  the  Development,  the  Climax,  the  Evolu 
tion,  and  the  Catastrophe. 


40  Analysis  of  Course  of  Study. 

4.  Along  with  Dramatic  Construction,  and  belonging  to  it,  we  study 
Characterization;  Dramatic  Motives;  Dramatic  Dialogue;  Soliloquy; 
Sequence  of  Scenes  and  Actions;  Dramatic  Illusion;  Dramatic  Time; 
Tragic  Retribution;  Differences  between  Tragedy  and  Comedy.  After 
the  class  has  become  somewhat  accustomed  to  following  the  dramatic 
development  of  an  action,  less  close  attention  is  paid  to  this  in  class, 
and  we  proceed  at  once  to  the  characterization  and  motiving,  and  the 
consideration  of  the  play  as  a  revelation  of  life. 

5.  Lear  and  Hamlet  are  read  in  the  class-room  and  discussed  at 
greatest  length.  Macbeth  is  then  studied,  somewhat  less  closely,  but 
with  care.  The  others  are  read  in  private  by  all  the  members  of  the 
class;  essays  are  then  prepared  by  all;  two  or  three  of  these  essays  are 
read  in  class  and  form  the  basis  of  a  general  discussion  lasting  two  or 
three  days  for  each  play.  In  all  this  work,  the  student  is  urged  to  post- 
pone the  reading  of  commentators  until  he  has  studied  the  plays  them- 
selves, and  begun,  at  least,  to  form  his  own  judgments.  Independence 
of  opinion,  and  a  willingness  to  hold  the  judgment  in  suspense  and 
wait  for  further  light  are  always  encouraged. 

GEOMETRY.— Second  Year;  Second  Term,  Third  Term. 

The  course  extends  over  two  terms  of  twelve  weeks  each,  and  in- 
cludes the  ordinary  High  School  Course  in  plane,  solid,  and  spherical 
Geometry.  Wells's  Geometry  is  the  text.  About  one-third  of  the  time 
is  devoted  to  original  exercises.  Special  attention  is  directed  to  the 
mechanism  of  deductive  reasoning,  the  earlier  demonstrations  being 
developed  in  complete  syllogisms.  The  several  stages  of  a  demonstra- 
tion are  seen  and  strict  conformity  to  the  type  required.  Review  exer- 
cises include  classifications  of  the  established  truths  of  the  science  and 
schemes  for  tracing  proofs  to  the  original  definitions  and  axioms  upon 
which  they  rest.  Forms  of  geometrical  notation  are  discussed  and  con- 
siderable practice  is  given  in  brief  forms  of  written  work.  Two  main 
ends  are  kept  in  view:  to  equip  the  student  with  the  forms  of  deductive 
reasoning,  and  to  make  the  study  a  drill  in  precise  thinking  and  accu- 
rate, perspicuous  expression. 

PSYCHOLOGY.— Second  Year,  First  Term. 

1.  Psychology  and  Its  Relations  to  the  Teacher. 

2.  The  Educational  Limitations  of  Psychology. 

3.  The  Treatment  of  Psychology  adopted. 

4.  The  Bases  of  Psychical  Life:  (a)  Sensation,  (b)  Interest,  (c) 
Impulse. 

5.  The  Psychical  Processes.  (a)  Introduction:  1.  Classification 
of  contents  of  our  minds.  2.  Classification  of  processes  corresponding 
to  these  contents,  (b)  The  Processes:  1.  Non-voluntary  attention.  2. 
Association.  3,  Voluntary  attention.  4.  Educational  principles.  5. 
Apperception  and  Retention. 

6.  Forms  of  Intellectual  Development:  (a)  Principles  of  intel- 
lectual development.  (b)  Stages  of  intellectual  development:  1.  Train- 
ing of  perception.    2.  Training  of  the  memory.    3.  Training  of  thought. 

7.  The  Forms  of  Emotional  Development:  (a)  Conditions  of  in- 
terest, (h)  Principles  of  emotional  growth,  (c)  The  forms,  or  stages 
of  emotional  growth. 


Illinois  State  Normal  University.  41 

8.  Forms  of  Volitional  Development:  (a)  Factors  of  volitional  de- 
velopment,    (b)  Stages  of  volitional  development. 

9.  Mind  and  Budy:  (a)  Importance  of  body  for  soul,  (b)  Structure 
of  nervous  system  in  man.  (c)  Elem  ntary  properties  of  nerve  struc- 
ture, (d)  Psychological  equivalents,  (e)  Localization  of  function.  (/) 
Educational  principles. 

10.  Summary  of  Principles:  (a)  Bases  of  instruction,  (b)  Ends  of 
instruction,  (c)  Methods  of  instruction,  (d)  Relation  of  knowledge, 
feeling,  and  will,     (e)  Criticism  of  maxima 

11.  The  Method  of  Interrogation,  Art  of  Questioning:  (a)  Introduc- 
tion, (b)  Objects  of  questioning:  1.  Testing  retention.  2.  Training  of 
apperception,  (c)  Qualifications  of  the  questioner,  (d)  Matter  and 
form  of  questions,     (e)  Matter  and  form  of  answers. 

Text  book:  Applied  Psychology.     McLellan  and  Dewey. 

PSYCHOLOGY.— (Dewey.)— Third  Year,   First  21  Weeks. 

Introductory. 

1.  Science  and  Method  of  Psychology,  (a)  Subject  matter  of  Psy- 
chology, (b)  Method  of  Psychology:  (1)  Introspective;  (2)  Experi- 
mental; (3)  Comparative;   (4)  Objective. 

2.  Mind  and  Modes  of  Activity,  (a)  Aspects  of  Consciousness,  (b) 
Relations  to  each  other,     (e)  Relations  to  the  whole  self. 

3.  Knowledge. 

1.  Elements  of  Knowledge  :  (a)  Sensation  in  General.  1.  Physical 
Stimulus;  2.  Psychical  Factor;  3.  Relations  of  Psychical  and  Phys- 
ical; 4.  Functions  of  Sensation  in  Psychical  Life.  (b)  Special 
Senses — Relations  to  Touch.  1.  Touch:  I.  Weber's  Law  and  Psycho- 
physical Methods.  II.  Muscular  Sensation.  2.  Smell.  3.  Ta>te.  4. 
Hearing.     5.   Sight.     6.  Temperature.     7.  General  Sensation. 

2.  Processes  of  Knowledge,  (a)  Nature  nf  Problem.  1.  Sensations 
and  Known  Objects.  2.  The  Knowing  Self,  (b)  Apperception.  1. 
Problem  of  Apperception.     2.   Kinds  of  Apperception,    (c)  Association: 

1.  Conditions.  2.  Forms.  I.  Simultaneous  or  Fusion.  II.  Successive: 
By  Contiguity;  by  Similarity.  III.  Function  of  Association,  (d)  Dis- 
sociation. 1.  Relation  to  Association.  2.  Conditions.  3.  Functions 
in  Psychical  Life,     (e)  Attention      1.   Attention  as  Selecting  Activity. 

2.  Attention  as  Adjusting  Activity.  3.  Attention  as  Relating  Activity. 
(/)  Retention. 

3.  Stages  of  Knowledge.  (a)  Perception.  1.  Of  Objects.  2.  Of 
Space.  3.  Of  Externality  in  General,  (b)  Memory  1.  Definition  and 
Problem.  2.  The  Memory  Image.  3.  Memory  of  Time.  4.  Self  as 
Past  and  Present,  (c)  Imagination.  1.  Definition.  2.  Ideals  in  Imag- 
ination. 3.  Practical  and  Theoretical,  (d)  Thinking.  1.  Definition 
and  Division.  2.  Conception;  Growth  of  Knowledge.  3.  Judgment; 
Belief.  4.  Reasoning.  I.  A  priori  and  a  posteriori.  II.  Inductive 
and  Deductive.  5.  Systematization.  (e)  Intuition.  1.  Intuition  of 
the  World.     2.  Intuition  of  Self.     3.  Intuition  of  God. 

Text-book:    Dewey's  Psychology. 


42 


Analysis  of  Course  of  Study. 


PHILOSOPHY  OF  EDUCATION.- Third  Year,  Last  Half. 
Scheme  of  Classification  of  the  Philosophy  of  Education: 
Part  I.  Education  in  its  General  Idea. 

(  Possible  only  to  self-active  beings. 

A.  Its  Natures  Education  by  Divine  Providence,  by  experience,  or  by  teachers. 

(  Relates  to  body,  intellect,  and  will;    must  be  systematic;    conducted  in 

[schools. 
(  Self-estrangement,  work  and  play. 

B.  Its  Form..  ■]  Habit. 

(  Authority,  obedience,  punishment. 

(  Subjective  limit  in  the  pupil's  capacity. 

C.  Its  Limits.  ■<  Objective  limit  in  the  pupil's  wealth  and  leisure. 

I  Absolute  limit  in  the  pupil's  completion  of  school  work. 

Part  II.  Education  in  its  Special  Elements. 


A.  Physical. 


Dietetics. 
Gymnastics. 
Sexual  (omitted). 


B.  Intellectual. 


I  Intuitive— sense-perception. 
Psychological  epochs-!  Imaginative— fancy  and  memory. 


Logical  Order. 


Logical. 
f  Of  development  of  the  pupil. 
J  Of  development  of  the  subject. 

^  Analytic 


Instruction, 


|  Of  demonstration   

I 

f  Tupil's  capacity. 

Pupil's  act  of  learning. 


Method  <  f  instruction. 


Synthetic. 
Dialectical. 

Mechanical. 

Dynamical. 

Assimilative. 

Living  example. 

Text-book. 

Oral. 


('.   Will  Training-! 


I  I 

f  Social  Usages. 

i  The  Virtues. 

Moral  Training -<  Discipline. 

I  Character. 
(a)   Feeling;   (b)  Symbols;   (c)  Dogmas, 
(a)  Self  consecration;  (b)  Ceremonies;  (c)  Rec- 
Religious  Education .  {         onciliation  with  one's  lot. 

|  (a)   Family  worship;    (b)  Union  with  church; 
I.         (c)  Religious  insight. 


Part  III.  Education  in  its  Particular  Systems. 

f  Passive 

A.  National \  Active 


(  Family— China. 

<  < 'aste— India. 

|  Monkish— Thibet. 

i  Military — Persia. 

1  Priestly— Egypt. 

|  Industrial — Phoenicia. 

(  ^Esthetic— Rome. 
t  Individual •<  Practical— Greece. 

(  Abstract  individual— German  tribes. 
B.  Theocratic — Jews. 

f  .Monkish.  f  j  Secular  Life. 


C.  Humanitarian 


( 'hivalnc. 


or  < 'hristian  .  ;  (  itizen 


For  special  callings ....■<  Jesuistic. 
(  Pietistic. 
1  To  achieve  an  ideal  of    j  Humanist, 

culture  |  Philanthropist. 
(_ For  free  citizenship. 


Text-book:     The  Philosophy  of  Education—  Rosenkranz. 


44  Analysis  of  Course  of  Study. 


The  High  School. 


This  department  is  especially  intended  to  prepare  pupils  for  col- 
lege or  for  business  life.  The  n  quirements  for  admission  presuppose 
the  completion  of  the  ordinary  grammar  school  work.  The  course  of 
study  is  arranged  with  reference  to  admission  to  Harvard  College. 
Graduates  of  this  department  are  admitted  without  examination  to  the 
University  of  Illinois,  the  University  of  Michigan,  Amherst,  Dart- 
mouth, Smith,  Williams,  Vassar,  and  Wellesley  Colleges.  The  princi- 
pal is  a  Dartmouth  graduate,  the  first  assistant  a  Williams  graduate, 
and  the  second  assistant  a  graduate  of  the  North-Western  University. 
Tuition  is  charged  at  the  rate  of  $39  a  year.  Considerable  freedom 
is  permitted  in  the  selection  of  studies.  Students  in  this  depart- 
ment are  permitted  to  take  work  in  the  Normal  Department  without 
additional  charge.  Many  applicants  for  the  Normal  Department  can- 
not be  received  because  they  desire  to  elect  their  studies.  This  they 
can  be  permitted  to  do,  under  certain  limitations,  by  entering  the  High 
School.  The  General  Course  gives  an  excellent  preparation  for  bus- 
iness. 

CLASSICAL  COURSE.— First  Class,  First  Term. 

Latin — Harkness's  Grammar,  Jones's  Lessons.  Mathematics — 
Arithmetic,  Normal  Course.     English — Analysis,  Reed  and  Kellogg. 

Second  Term:  Latin — Harkness's  Grammar,  Jones's  Lessons.  Ge- 
ography—  Guyot's.     English — Composiiion. 

Third  Term:  Latin—  Cassar,  Tne  Helvetian  War;  Composition, 
Collar's.     History — United  States.     Reading — Selections. 

Second  Class — First  Term:  Latin — Caesar,  Campaign  against  Ario- 
vistus,  The  Belgian  Confederacy;  Composition,  Collars.  Greek — Good- 
win's Grammar,  White's  Lessons.     Zoology — Colton's. 

Second  Term:  Latin — Cassar,  Books  III.  and  IV.;  Composition, 
Collar's.  Greek — Grammar,  Reader  or  Anabasis.  History — Ancient 
History.     English — Rhetoric,  Hill's. 

Third  Term:  Latin — Sallust's  Catiline;  Composition,  Collar's. 
Greek — Anabasis  or  Hellenica;  Composition.  Mathematics — Algebra, 
Wentworth's. 

Junior  Class — First  Term:  Latin — Cicero,  Orations  against  Cati- 
line; Sight  Reading;  Composition,  Collar's.  Greek — Anabasis  or  Hel- 
lenica; Sight  Reading,  Kendrick's  Selections;  Composition.  Mathemat- 
ics    Algebra,   Wentworth's. 

Second  Term:  Latin — Cicero,  Four  Orations,  including  the  Ma- 
nilian  Law;  Sight  Heading;  Composition,  Collar's.  Greek — Hellenica 
and  Plato,  Goodwin's  Selections;  Sight  Reading;  Composition.  His- 
tory—Old Greek  Life,  Mahaffy's.  Mathematics— £lane  Geometry,  Wells's. 

Third  Term:  Latin — Ovid;  Lincoln's  Selections;  Sight  Reading, 
Ovid:  Composition,  Collar's.  Greek-  Herodotus,  Goodwin's  Selections; 
Composition.  History  Pennell's  Ancient  Rome.  Mathematics,  Solid 
< teometry,  Wells's. 


Illinois  State  Normal  University.  45 

SeniorClass — First  Term:  Latin — Vergil,  Books  I-IV.;  SightRead- 
ing,  Vergil.     German — Comfort's  German  Coarse.     Physics — Avery's. 

Second  Term:  Latin — Vergil,  Books  V-VL;  The  Eclogues.  Ger- 
man— Comfort's  German  Course;  Selections  from  Whitney's  Texts. 
Physics — Avery's.  Physiology — Martin's  Human  Body  (but  one  re- 
quired).    Reading  and  Themes — Selections  from  Shakespeare. 

Third  Term:  Greek — Iliad,  Books  I— III.  *German — Selections  from 
Whitney's  Texts.     Political  Economy — Walker's. 

GENERAL  COURSE.— First  Class,  First  Term. 

Latin — Harkness's  Grammar,  Jones's  Lessons.  Mathematics — 
Arithmetic,  Normal  Course.     English — Analysis,  Reed  and  Kellogg. 

Second  Term  :  Latin — Harkness's  Grammar,  Jones's  Lessons.  Ge- 
ography—Guyot's.     English— Composition. 

Third  Term  :  Latin — Caesar,  the  Helvetian  War;  Composition,  Col- 
lar's.    History — United  States.     Reading— Selections. 

Second  Class,  First  Term  :  Latin— Caesar,  Campaign  against  Ario- 
vistus;  The  Belgian  Confederacy;  Composition,  Collar's.  Drawing — 
Prang's  series.     Zoology— Colton's. 

Second  Term  :  Latin — Caasar,  Books  III.  and  IV;  Composition,  Col- 
lar's.    History — Ancient  History.     English— Rhetoric,  Hill's. 

Third  Term:  Latin — Sallust's  Catiline;  Composition,  Collar's. 
English — Criticism.     Mathematics — Algebra,  Wentworth's. 

Junior  Class,  First  Term:  Latin — Cicero,  Orations  against  Cati- 
line; Sight  Reading;  Composition,  Collar's.  English — English  Litera- 
ture.    Mathematics — Algebra,  Wentworth's. 

Second  Term  :  Latin — Cicero,  Four  Orations,  including  the  Manil- 
ian  Law;  Sight  Reading;  Composition,  Collar's.  Physiology — Martin's 
Human  Body.     Mathematics — Plane  Geometry,  Wells's. 

Third  Term  :  Latin — Ovid,  Lincoln's  Selections;  Sight  Reading, 
Ovid;  Composition,  Collar's.  History — Pennell's  Ancient  Rome.  Botany 
— Gray's.     Mathematics — Solid  Geometry,  Wells's. 

Senior  Class,  First  Term  :  Latin — Vergil,  Books  I-IV.;  Sight  Read- 
ing, Vergil.  German — Comfort's  German  Course.  Civics— United 
States  and  Illinois,  Andrews's.     Physics— Avery's. 

Second  Term  :  Latin — Vergil,  Books  V-VL;  The  Eclogues.  German 
— Comfort's  German  Course;  Selections  from  Whitney's  Texts.  Reading 
and  Themes — Selections  from  Shakespeare.     Physics — Avery's. 

Third  Term  :  German — Selections  from  Whitney's  Texts.  Physi- 
cal Geography — Guyot's  Earth  and  Man.  Political  Economy — Walker's. 
Chemistry — Avery's. 


An  additional  year  in  German  is  optional. 


The  Grammar  School. 


The  Grammar  School  is  intended  for  those  who  wish  to  prepare  for 
the  Normal  or  High  School,  or  for  general  business. 

Young  men  and  women  not  fully  prepared  for  the  Normal  Depart- 
ment are  enabled  to  enter  after  spending  a  term  or  two  in  the  rigorous 
preparatory  drill  of  the  Grammar  School;  while,  to  those  who  are  pre- 


40  Analysis  of  Course  of  Study. 

paring  for  the  High  School,  it  offers  excellent  academic  training.  It  is 
in  the  direct  charge  of  a  Principal,  and  his  assistant  teachers  are  under 
the  constant  supervision  of  the  Principal  Training  Teacher. 

Pupils  often  fail  in  their  effort  to  get  a  higher  education,  simply 
because  their  elementary  education  has  been  poor;  hence,  great  care  is 
taken  that  each  shall  be  well  grounded  in  elementary  knowledge. 

Those  who  wish  merely  a  common-school  education  will  find  the 
course  comprehensive  enough  for  all  ordinary  business  purposes.  Much 
care  is  taken  that  pupils  shall  become  good  penmen,  and  that  they  shall 
acquire  a  ready  knowledge  of  arithmetic,  in  order  that  they  may  make 
good  accountants.  Those  more  advanced  will  have  the  opportunity  of 
studying  bookkeeping,  taught  according  to  the  most  practical  methods. 

The  grading  is  such  that  pupils  may  take  the  work  which  they  are 
best  fitted  to  do;  and,  during  the  second  year,  those  who  may  wisely  do 
so  are  allowed  to  take  any  of  the  languages  in  the  High  School. 

The  moral  influence  of  the  school  and  its  surroundings  is  good. 
Vicious  boys  who  are  outcasts  from  other  schools  will  not  find  admit- 
tance here.  Saloons  and  other  places  of  evil  resort  are  not  allowed  in 
the  town.     Tuition  is  charged  at  the  rate  of  $25  a  year. 


The  Intermediate  and  Primary  Schools. 


The  Intermediate  and  Primary  Grades  occupy  four  rooms  on  the 
first  floor  of  the  Training  School  building.  Tuition  is  charged  at  the 
rate  of  $15  a  year  in  the  Intermediate  grades.  No  tuition  charge  is 
made  in  the  Primary  grades. 


Plans  for  Teaching. 


The  following  "Plans  for  Teaching,"  prepared  by  a  member  of  the 
senior  class,  will  illustrate  the  work  done  on  this  line.  These  are  fol- 
lowed closely  in  the  instruction  of  a  class  in  the  Model  School.  Before 
they  are  put  into  operation  they  must  receive  the  approval  of  the  train- 
ing teacher  in  charge  of  the  work. 

SCIENCE  TEACHING. 

PLANS  FOR  TEACHING  THE  OX. 

General  Pl< in. — The  aim  of  this  work  is  to  excite  an  interest  in 
this  animal,  and  to  create  a  study  of  the  adaptation  of  the  organs  for 
the  functions  performed  by  them;  moreover,  a  study  of  the  animal  as  to 
its  value  in  nature.  It  is  not  the  purpose  to  start  with  a  classification, 
but  many  points  are  to  be  indicated  which  will  distinguish  the  ox  from 
some  animals  and  identify  it  with  others.  Inasmuch  as  the  child's 
mind  looks  for  the  "why''  of  things,  great  stress  in  all  the  work  is  put 
on  causal  relations.  No  attempt  is  to  be  made  to  point  out  only  the 
wonderful  or  tin;  great  body  of  facts  that  might  be  learned,  but  they 
are  to  be  taught  largely  by  their  own  experience  or  by  direct  investiga- 
tion.    It  is  intended   that  they  shall  have  an  ever  widening  interest  in 


Illinois  State  Normal  University.  47 

very  common  things.  Aside  from  the  value  of  such  study  for  awaken- 
ing interest,  it  is  possible,  by  the  study  of  a  type  of  ruminants,  for  the 
child  to  lind  himself  possessed  of  the  knowledge  necessary  to  form  that 
group  when  it  shall  appear  in  later  work.  In  presenting  the  subject  in 
order  to  aid  the  child  in  grasping  the  points  and  in  reproducing  the  sub- 
ject after  it  is  developed,  the  following  topics  are  to  be  used  :  1.  A  ru- 
minant. Why  chew  a  cud  ?  When?  2.  How  the  ox  bites  off  grass. 
The  teeth.  3.  The  head  and  nose.  How  adapted  for  use.  4.  The 
tongue,  and  how  the  ox  eats  mush.  5.  The  stomach.  Trace  the  pass- 
age of  food.  6.  Horns,  and  their  uses,  (a)  to  the  animal,  (b)  to  man. 
Eyes.  7.  Hoofs,  hide,  hair,  and  their  uses.  8.  Bones.  Uses.  What 
is  made  of  them  ?  9.  Parts  used  for  food.  Dairy  products.  10.  Rela- 
tives of  the  ox.  Uses.  The  work  is  to  be  divided  into  five  lessons  and 
the  subject  matter  indicated  by  the  outline  is  to  be  unified  further  in 
the  statement  of  aims. 

FIRST  LESSON. 

Aim. — We  will  learn  about  an  animal  that  chews  a  cud. 

Preparation. — (Have  a  section  drawing  of  the  four  parts  of  the 
stomach  of  an  ox  snowing  the  passages  for  food.)  Name  some  animals 
that  chew  a  cud  (cow,  sheep,  and  possibly  the  camel  or  deer  will  be 
given.)  The  cow  and  ox  are  what  we  shall  study.  What  does  the  ox 
eat  ?  Does  he  chew  his  food  ?  The  ox  is  a  very  common  animal  but  it  is 
peculiar  in  that  it  chews  a  cud.  What  is  meant  by  chewing  a  cud  ?  Is 
it  different  from  other  chewing  ?  (Find  out  all  that  is  known  about  the 
process.) 

Presentation  — The  coarse  food  passes  quickly  from  the  mouth  into 
No.  1,  and  is  there  soaked  and  passed  into  No.  2  and  from  there  back 
through  the  gullet  in  little  wads  into  the  mouth.  There  it  is  chewed 
very  thoroughly  and  again  swallowed.  This  time  it  passes  into  stomach 
No.  3,  and  from  there  it  is  squeezed  into  No.  4,  where  most  of  the  di- 
gestion takes  place.  (Have  a  pupil  recite.)  Is  there  anything  strange 
about  this?  Any  question.  (Possibly  there  will  be  an  important  ques- 
tion.) Well,  1  will  ask  you:  How  do  you  think  the  food  falls  into  No. 
1,  the  first  time  it  is  swallowed,  and  into  No.  3,  when  it  is  swallowed 
the  second  time.  (Try  a  few  answers.)  I  will  show  you  :  Here  is  a 
rubber  tube  with  a  slit  near  the  end.  If  I  put  a  large  pea  through  the 
tube,  where  will  it  come  out?  (Through  the  slit.)  If  now  I  put  a  very 
small  pea  through,  it  does  not  stop  at  the  slit  but  goes  on  through.  Can 
you  now  answer  the  question  about  the  stomach  ?  Repeat  the  ques- 
tion. Answer.  (Try  several.)  Another  question  :  How  is  the  food 
squeezed  out  of  No.  1  into  No.  2,  and  from  No.  2  into  No.  3  ?  How  does 
the  food  get  into  No.  4?  How  are  these  muscles  arranged?  (Show  by 
a  ready  free-hand  drawing.)  How  does  the  ox  get  his  cud  up  to  his 
mouth  and  back  again?  (Show  again  with  the  tube.)  There  are 
muscles  around  the  gullet  as  are  my  fingers  around  this  tube.  If  the 
ox  wishes  to  belch  up  the  food  you  see  he  will  shorten  those  behind  the 
wad  and  thus  press  it  along. 

SECOND  LESSON. 

Aim. — We  want  to  know  more  about  this  cud  making  and  cud 
chewing  machinery. 

Preparation. — (Have  the  stomachs  of  an  ox  present  and  show  clearly 
to  all  each  of  the  four  parts.)  Here  is  the  paunch.  Notice  what  a  large 
sack   it   is.      See   these   muscles   in   the   walls.      We  will  cut  into  this 


Illinois  State  Normal  University.  49 

paunch.  See  these  dark  hair  tilings.  What  are  they  for  ?  Well,  the 
food  is  borne  into  —  No.  2.  Here  it  is.  We'll  cut  it  open.  Ah,  what 
does  this  look  like?  (Like  honey-comb.)  Yes,  and  so  this  stomach  is 
called  a  honey-comb  stomach.  In  this  honey-comb  the  cuds  are  fitted 
for  chewing-.  How  is  the  cud  carried  to  the  month  ?  (By  action  of 
muscles.)  Let  us  find  these  muscles.  Where  does  the  food  go  next? 
(In  stomach  No.  3.)  Here  it  is.  It  is  large  and  round  and  is  called 
the  leaflet.  Let  us  cut  into  it.  Do  you  see  these  leaves  or  folds  ?  This 
stomach  is  sometimes  called  the  many  ply.  Do  you  see  why?  (Many 
folds.)  The  food  next  goes  into  No.  4,  this  long  stomach  called  the 
rennet.  Do  you  know  what  the  walls  of  this  stomach  are  used  for  ? 
(In  making  cheese.)  Here  the  food  is  digested  the  most.  An  animal 
with  such  an  apparatus  as  this  is  called  a  ruminant,  because  it  rumin- 
ates or  chews  its  cud.  I  will  write  that  word.  1.  A  ruminant.  Why 
does  it  chew?     When?     (Have  a  pupil  recite.) 

Presentation. — What  kind  of  teeth  are  necessary  for  chewing  ? 
(Blunt  teeth.)  How  does  the  ox  bite  off  grass?  (Nose  out.)  What 
teeth,  then,  do  you  think  are  wanting  ?  (Upper  front  teeth.)  How  is 
the  head  adapted  for  grazing  ?  (Long  nose.)  Describe  the  tip  of  the 
nose.  (Tough,  without  hair,  and  covered  with  sweat.)  I  will  write 
another  topic.  (Pupils  recite.)  2.  How  the  ox  bites  off  grass.  The 
teeth.  3,  The  head  and  nose.  How  adapted  for  use.  (Recite.)  How 
does  the  ox  use  his  tongue  ?  How  differ  from  a  cat's  tongue  ?  How 
does  the  ox  swallow  ?  How  drink  ?  How  eat  mush  ?  4.  The  tongue, 
and  how  an  ox  eats  mush.  (Recite.)  5.  The  stomach.  Trace  the 
food. 

THIRD  LESSON. 

Aim. — Let  us  study  the  ox's  means  of  protection,  defense,  and 
safety. 

Preparation. — How  does  the  ox  defend  himself?  (By  hooking, 
kicking,  stamping,  running,  etc.)  What  is  their  clothing?  (Hide  and 
hair.)     Their  language?     (Bellowing.) 

Presentation. — What  does  the  animal  use  in  hooking?  (Horns.) 
What  are  horns  ?  How  grow?  Rings.  Use  to  the  animal  ?  (To  get 
food  for  itself.)  Injury  to  fatting  cattle?  Tell  of  dehorning.  Uses  of 
horn  to  man  ?  (Powder  horns,  buttons,  handles,  and  ornaments.)  Re- 
cite on  this  topic.  6.  Horns  and  their  uses  (1)  to  the  animal,  (2)  to 
man.  What  is  the  organ  of  sight?  What  color?  (Brown.)  With 
what  does  the  animal  kick  ?  What  is  peculiar  about  the  feet  ?  (Cloven 
hoofed.)  How  many  toes  ?  (Four.)  How  does  the  animal  walk  ?  (On 
his  toes.)  Of  what  use  are  hoofs  to  the  animal  ?  To  man  ?  (Glue  and 
neat's  foot  oil.)  (Recite.)  Topic  7.  Hoofs,  hide,  and  hair,  and  their 
uses.     (Let  several  recite.)     How  is  leather  tanned? 

FOURTH  LESSON. 

Aim. — Let  us  study  more  of  the  uses  of  this  animal. 

Preparation. — What  have  you  noticed  on  signs  ?  (Beef,  hides, 
horns,  and  tallow.)  Where  is  beef  prepared?  (Slaughterhouse  )  What 
is  done  with  hides  ?     (Sent  to  a  tannery.) 

Presentation. — Where  is  beef  sold?  (Butcher  shop.)  What  kinds 
of  beef  are  there  ?  (Steak,  veal,  tongue,  roast,  etc.)  Where  is  steak 
found  ?      What  is  veal  ?      What  is  tallow  used  for  ?     (Candles,  oiling.) 


50  Analysis  of  Course  of  Study. 

What  is. tripe  ?  (Walls  of  the  stomach.)  Who  of  you  like  liver  ?  Who, 
tongue?  Who,  heart?  (Recite.)  Parts  used  for  food.  What  are 
dairy  products?  (Milk,  butter,  and  cheese.)  Where  are  there  great 
dairies?  (Elgin,  New  York  state,  etc.)  Tell  about  a  creamery,  a  cheese 
factory,  and  Jersey  cream.     (Recite.) 

FIFTH  LESSON. 

Aim. — We  will  study  some  of  the  relatives  of  the  ox  and  their  value, 

Preparation. — (Show  a  number  of  pictures  of  animals  of  this  fam- 
ily, and  related  animals.)     Name  some. 

Presentation. — There  are  wild  cattle  now  in  North  and  South 
America,  but  they  are  not  native  here.  The  Spanish  brought  the  ox 
and  cow  over  with  them  Great  herds  have  gone  wild  since.  There  is 
also  a  wild  animal  much  like  the  ox.  What  is  it?  (Bison.)  It  has  been 
hunted  so  much  that  it  has  nearly  disappeared.  Describe  a  bison.  (Re- 
produce about  the  bison.)  (Show  the  buffalo  pictures.)  Here  are  some 
strange  animals — the  zebu,  the  yak,  and  the  gnu.  These  are  used  in 
India.  The  zebu  resembles  an  ox  with  a  hump  on  his  back;  the  yak 
resembles  the  goat;  and  the  gnu  resembles  a  horse,  a  buffalo,  and  a  deer 
in  appearance  and  action.  (Reproduce.)  The  deer  is  an  interesting 
animal.  It  is  generally  wild.  The  body  is  not  much  larger  than  a 
sheep,  but  it  has  longer  legs,  and  larger,  bony  horns.  There  are  many 
kinds  of  deer.  The  reindeer  is  a  large  variety,  and  is  of  great  use  to 
the  people  of  the  Arctic  countries.  Can  you  tell  me  of  how  much  use? 
(Tell  of  deer.)  The  elk  and  the  moose  are  allies  to  the  ox;  so  also  the 
chamois  and  the  ibex.     Tell  what  you  can  of  these. 

Comparison. — Which  is  of  more  value,  the  ox  or  the  sheep?  Why? 
Which  is  of  more  value,  the  sheep  or  the  goat?  Why?  These  are  all 
animals  related  to  the  ox.  Let  us  compare  the  ox  with  the  horse. 
Which  is  more  valuable,  the  horse  or  the  cow?  (Let  several  take  part 
until  there  is  much  enthusiasm.)  Review  by  topics  and  let  us  see  how 
clearly  we  can  talk  on  each  topic.  Some  time  will  be  spent  in  drawing 
the  stomach  of  an  ox,  both  outside  and  inside  views. 

J.  A.  Dixon. 


Criticisms  Upon  Work  of  Pupil-Teachers. 


As  has  been  stated,  each  pupil-teacher  is  generally  observed  by  one 
or  more  Normal  students.  These  critics  report  their  criticisms  to  the 
training  teachers.  The  following  '"Report  of  Observation"  illustrates  the 
work  attempted  in  this  direction: 

Report  of  Observation  in  Model  School. 

Tuesday  morning,  April  4,  I  was  directed  to  observe  work  done  in 
the  lower  seventh  Geography  class,  taught  by  Miss  M. 

Miss  M.  and  tin;  class  were  strangers  to  each  other,  and  the  pres- 
ence of  an  observer  at  this  time  may  have  made  Miss  M.'s  position 
somewhat  more  trying,  yet  it  was  an  excellent  opportunity  for  the  ex- 
hibition of  self-control  and  class  government  on  the  part  of  the  teacher. 
The  first  few  days  seem  to  decide  largely  the  character  of  tin;  school 
and  whether  the  pupils  are,  to  rule  or  to  be  ruled.  In  going  before  the 
class  as  a  new  teacher.  Miss  M.  could  be  no  more  than  what  she  simply  is, 
and  her  real  status  was  very  soon  an  evident  fact  to  the  class.  The 
genius  of  self-control  and  of  the  control  of  others  may  be  more  natural 


Illinois  State  Normal  University.  51 

to  some  than  to  others,  yet  each  is  a  thing  in  which  we  may  not  be  so  well 
accomplished  that  we  may  not  improve.  Miss  M.  was  further  embar- 
rassed by  an  error  in  the  assigning  of  the  lesson,  for  which,  however, 
she  was  not  responsible.  She  had  prepared  a  lesson  on  the  Rhino 
River,  and  the  class  had  partly  prepared  a  lesson  on  Illinois.  Under 
the  circumstances  she  did  very  well,  but  many  of  her  questions  were 
pointless,  owing  to  lack  of  self  command. 

In  the  ensuing  lessons  which  Miss  M.  assigned  there  could  be  noticed 
a  certain  logical  proceeding  in  the  investigation  of  topics,  which  sug- 
gested an  outline  in  the  mind  of  the  teacher.  In  this  respect  the  work, 
as  work,  was  very  good.  Barring  a  few  errors  of  omission  and  com- 
mission, noted  further  on,  I  would  not  report  unfavorably  on  Miss  M.'s 
instruction,  though  itmay  be  considerably  improved,  but  will  pass  on  to 
some  account  of  her  government.  First,  however,  I  wish  to  record  a 
dissenting  opinion  as  to  the  content  of  the  work.  I  do  not  think  the 
minutiae  of  the  work  done  on  the  Rhine  profitable  to  the  pupils. 
Granting  that  the  Rhine  is  an  historic  river,  I  do  not  see  that  we,  as 
Americans,  need  to  pay  special  homage  to  it.  Considering  the  wide  field 
of  geographical  knowledge,  there  are  certainly  other  greater  facts 
than  the  minutiae  of  the  twists,  crooks,  turns  to  the  N.  E.,  N.  W.,  N. 
N.  W.,  the  particular  width  of  the  river  at  one  portion  of  its  course, 
where  "flat  boats  and  rafts  sail  along'"  it.  So  much  for  my  individual 
dissent. 

Miss  M.  would  exhibit  more  tact  if  she  would  have  all  members 
of  the  class  responsibly  busy  with  the  lesson.  There  would  then  be 
considerably  less  of  the  appearance  of  government  required,  and  her 
positive,  aggressive,  self-assertive  I  would  not  be  so  noticeable  and  so 
objectionable.  "I  want  you  to  do  this,"  '.'I  will  have  that,"  "I  will  not 
have  so  much  noise,"  etc.  This  implies  a  threat  and  suggests  the  ab- 
sence of  the  power  necessary  to  enforce  the  thing  stated.  It  begets  a 
pupil's  antagonism,  it  seems  to  me.  There  should  be  no  doubt  about 
misconduct  and  its  consequences,  and  there  should  be  very  little  said 
about  it,  The  commands,  "Keep  still,"  "Remember;'*  the  statements, 
"When  we  get  quiet  we  will  go  on,  and  not  before,"  "I  will  not  have 
noise,"  suggest  that  each  pupil  should  be  so  busy  that  there  would  be 
no  time  for  unnecessary  noise.  The  teacher  would  do  well  to  commit 
herself  to  but  few  statements,  and  then  adhere  to  those  few.  The  noise 
continued.  The  next  who  "spoke  out"  was  to  be  sent  from  the  room 
to  return  and  recite  at  3  o'clock,  but  was  not  sent.  In  these  ways  con- 
trol is  soon  lost.  The  training  teacher's  entrance  at  one  of  these  stormy 
periods  was  like  oil  on  troubled  waters. 

Although  we  are  dealing  with  Young  America,  to  whom,  as  an  in- 
tegral part  of  his  experience,  the  rationale  of  all  things  has  been  ex- 
plained, I  do  not  think  it  especially  necessary  for  the  teacher  to  explain 
her  reasons,  aims,  wishes,  intentions,  etc.,  which  pertain  simply  and 
solely  to  the  teacher  as  teacher.  If  the  teacher  sees  fit  to  do  certain 
things  in  certain  ways  let  them  be  done  in  those  ways  and  no  questions 
asked.  This  is  the  practice  of  despotism,  and  is  directly  opposed  to 
democratic  American  ideas  of  "why  and  wherefore."  The  despotic 
method  was  and  is  proper  for  those  who  were  and  are  incapable  of 
proper  self-control,  or,  I  may  say,  self-directing.  Common  school,  and 
most  graded  school  pupils  are  included  in  this  list. 

Some  of  the  specific  things  which  I  would  criticise  are  the  loud 
voices  of  some  of  the  pupils,  and  occasionally  of  the  teacher.  This 
latter  was  intended  probably  to  "rise  to  the  exigencies  of  the  occasion." 


52  Analysis  of  Course  of  Study. 

Illinois  was  pronounced  Illinois,  The  arsenal  a1  Springfield,  .Mass..  was 
described  and  allowed  to  pass  as  at  Springfield,  111.  A  boy  pointing  to 
his  sketch  said,  "This  is  the  Rhine  River.*'  "How  many  of  you  noticed 
how  crooked  the  Rhine  wasf'  "Lake  Constance  is  the  Rhine  enlarged." 
"Do  like  I  do,"  "Say  it  like  I  do,1'  or  usage  to  that  effect. 

Misspelled  words  could  be  more  easily  and  advantageously  corrected 
than  by  having  one  pupil  spell  his  entire  list  while  the  rest  do  nothing, 
even  if  they  are  expected  to  be  paying  attention.  The  teacher  should 
not  spend  too  much  time  erasing  pupils'  work  for  them.  It  is  better 
that  they  learn  to  do  it  for  themselves,  as  it  is  a  meritorious  habit  to 
look  after  one's  own  trash  in  such  matters. 

The  present  class  is  one  which,  it  seems  to  me,  might  prove  inter- 
esting to  work  with.  They  have  some  lessons  in  politeness  yet  to  learn, 
yet  in  the  main  they  seem  to  be  very  teachable. 

J.  A.  Strong,  Second  Year. 


Model  School— Outline  of  Course  of  Study. 


FIRST  PRIMARY  DEPARTMENT. 

Ages  of  Children,  (3  to  7  years. 

Literature.  Thirteen  Fairy  Tales.  These  are  told  by  the  teacher 
and  reproduced  by  the  children. 

Science.  First  Term,  Fall. — Wild  rose;  pig;  dog,  fox,  wolf,  and 
bear;  preparation  of  trees  for  winter;  autumn  leaves  and  buds  found  in 
their  axils;  nuts;  peaches;  plums;  pears;  grapes;  migration  of  robins 
and  blackbirds;  birds  that  remain  with  us — the  sparrow,  owl,  and  crow: 
snow  birds  and  chickadees. 

Science.  Second  Term,  Winter. — Evergreen  Trees — pines,  spruces, 
cedars,  and  firs  (cones  collected  in  the  fall);  horse,  donkey;  mouse,  rat, 
rabbit,  and  squirrel;  hen,  turkey,  and  pigeon;  return  of  birds— blue- 
bird, bluejay,  and  robin. 

Science.  Third  Term,  Spring. — Germination  of  seeds— lima  beans, 
peas,  corn,  and  morning-glory;  trees— soft  maple,  elm,  and  larch;  flow- 
ers— cherry,  violet,  tulip,  marsh  marigold,  daisy  and  buttercup;  birds — 
wren,  meadow-lark,  swallow,  catbird,  cowbird,  woodpecker,  and  black- 
bird. 

Reading.  The  Literature  and  Science  Work  is  made  the  basis  of 
the  early  reading.  Harper's  First  Reader.  Cyr's  Primer.  Stickney's 
First  Reader.     Todd  and  Powell's  First  Reader. 

Phonics  and  Word  Building.  All  consonant  sounds  and  the  long 
and  short  vowels.  New  words  built  from  familiar  words  found  in  the 
reading  lesson. 

Spelling.  Spelling  by  sound  of  words  le  rued  in  reading.  The 
same  words  written  in  little  books  made  for  the  purpose. 

Written  Language;.  Writing  of  stories  derived  from  literature  and 
science  si  udies. 

Number.  Combinations  through  10  learned.  Tables  of  weights  and 
measures,  the  measuring  number  not  to  exceed  10. 

Writing.  Correct  formation  of  all  small  letters,  with  proper  combi- 
nation of  satin;  into  familiar  words.     Writing  of  names  of  children. 

Drawing,  Molding,  and  Sewing.  Based  on  stories  learned  in  litera- 
ture, and  objects  studied   in  science. 


54  Analysis  of  Course  of  Study. 

Color  Work.  1.  Cutting  and  pasting  of  fruits  and  vegetables  studied 
in  science.  2.  Cutting  and  pasting  of  circles,  squares,  and  triangles, 
forming  borders  and  rosettes. 

General  Exercises.  1.  Songs  and  poems  suitable  for  the  season  or 
occasion.  2.  Marches  and  games.  3.  Stories  read  to  the  children  from 
the  Kindergartens,  Vols.  I. -IV.,  Sara  Wiltse's  Kindergarten  Stories,  or 
longer  stories  than  are  found  here,  e.g.,  Little  Lord  Fauntleroy  or 
Little  Lame  Prince. 

Opening  Exercises. 

1.  A  passage  of  scripture  suggested  by  the  season  or  state  of  the 
weather;  one  connected  in  thought  with  the  science  study,  or  one  con- 
taining a  helpful  moral  truth. 

2.  A  morning  prayer,  sung  with  bowed  heads. 

3.  A  song  or  poem  bearing  on  the  scripture  passage  quoted,  or  any 
bright  morning  song. 

4.  One  or  two  minutes  given  to  observations  made  by  the  children, 
as  the  first  appearance  of  the  bluebird  or  robin,  the  birds'  nest  build- 
ing, the  development  of  the  buds  on  the  trees,  early  flowers,  etc. 

LITERATURE.— First  Term,  Fall. 

Material.—  The  Old  Woman  and  Her  Pig.  The  Three  Bears.  The 
Anxious  Leaf.  The  Spruce  Tree.  The  Chestnut  Boy.  The  Christ 
Child  and  St.  Antonio.  Stories  of  Thanksgiving  and  Christmas.  Poems 
of  the  leaves,  nutting  time,  the  frost,  and  Christmas. 

Second  Term,  Winter. 

The  Fir  Tree.  The  Little  Match  Seller.  The  Street  Musicians. 
Nothing  but  Leaves.  The  Lion  and  the  Mouse.  Stories  of  Lincoln, 
Longfellow,  and  Washington.  Poems  of  sun,  moon,  and  stars;  of  frost 
and  snow.  Poems,  "Little  Fir  Tree"  and  "March  Wind,"  also  "The 
Wind." 

Third  Term,  Spring. 

Little  Red  Riding  Hood.  The  King  of  the  Birds.  The  Story  of 
the  Morning-Glory  Seed.  The  Pea  Blossom.  The  Rainbow  Fairies. 
The  Discontented  Pine  Tree.  Stories  told  about  Decoration  Day.  and 
Fourth  of  July.  May  Day  celebrated.  Poems  of  birds,  trees,  and 
flowers.     Bayard  Taylor's  "Night  with  a  Wolf." 

Purpose,  in  teaching  Fairy  Stories. 

1.  "They  contain  amoral  educative  power  not  elsewhere  found," 
leading  the  child  to  form  judgments  of  right  and  wrong,  good  and  evil. 

2.  "  They  prepare  the  child's  mind  for  ideas."  "The  many  scenes 
they  reproduce,  the  ideas  they  call  back,  and  the  feelings  they  stir  up, 
are  the  most  fruitful  ground  for  the  seed  corn  of  instruction." 

3.  They  elevate  the  imagination. 

4.  They  are  classical,  and  develop  in  the  child  a  taste  for  good  lit- 
erature;. 

Method. — The  following  method  for  teaching  Little  Red  Riding 
Hood  (see  collection  of  fairy  stories  in  primary  exhibit)  will  illustrate 
th<-  method  used  in  teaching  all  the  Fairy  Stories: 

Aim  for  whole  story:  I  will  tell  you  a  story  about  a  little  girl  that 
got  into  trouble  by  stopping  to  talk  with  a  stranger  when  sent  on  an 
errand. 


Illinois  State  Normal  University.  55 

Preparation. — You  may  tell  mo  when  she  meets  the  stranger.  Per- 
haps you  won't  know  that  he  is  a  stranger.  We'll  see.  I  want  you  to 
tell  me  something  first  about  a  person  who  is  no  stranger  to  you — your 
grandmother.  Then  follows  a  pleasant  chat  with  the  children  about 
their  grandmothers — the  kind  things  grandmother  does  for  each,  and 
the  ways  th>'y  have  of  showing  their  love  to  her,  the  visits  they  make 
her,  etc.  This  little  girl  who  met  a  stranger  had  a  grandmother  who 
was  very  kind  to  her,  and  whom  the  little  girl  liked  to  make  happy. 

Presentation. — Relate  Sec.  I.  (To,  "As  she  was  going.")  Children 
reproduce  Section  II.     (To,  "She  stopped  often.") 

What  is  this  story  about?  (The  children  state  the  aim  op  the  whole 
story  given  the  day  before.)  We  will  see  if  she  meets  the  stranger  to- 
day. Relate  first  sentence.  A  hand  comes  up,  another,  and  another, 
and  great  excitement  prevails.  What  is  it,  Stuart?  "The  wolf  is  the 
stranger."  Are  you  afraid  to  have  her  meet  him?  Why?  He  did  have 
a  great  mind  to  eat  her  up,  but  did  not  dare.  Why  not?  Relate  re- 
mainder of  Sec.  II.     Have  reproduced  Section  III.     (To  "By-and-by.") 

What  is  our  story  about?  Has  she  met  the  stranger?  Where  was 
he  when  we  left  him?  Where  was  the  little  girl?  Is  she  in  trouble  yet? 
(referring  to  aim)  We  shall  see  if  she  stays  out  all  day  to-day.  What 
would  the  little  girl  be  likely  to  see  here  in  the  woods?  Relate  first 
sentence.  Where  is  the  wolf?  RelateremainderofSec.nl.  Children 
relate  the  whole  story  as  far  as  learned.  Section  IV.  (Remainder  of 
story.) 

What  is  our  story  about?  Aim  related.  Was  she  in  trouble  when 
we  left  her?  We  will  see  if  she  is  happy  to-day.  Relate  first  sentence, 
the  children  tapping  lightly  on  their  desks  to  represent  Red  Riding 
Hood's  knock.  Who  is  in  this  room?  Relate  second  sentence.  What 
might  little  Red  Riding  Hood  think  when  she  heard  this  voice?  Relate 
remainder  of  Sec.  IV.     Children  reproduce  the  entire  story. 

Now  you  may  take  these  pencils  and  drawing  paper.  Ethel,  Louise, 
and  Mary  may  picture  Red  Riding  Hood  meeting  the  wolf.  Ray,  Morris, 
Lena,  Ruth,  and  Clara  may  picture  the  wolf  in  grandmother's  house. 
Charlie,  Arthur,  and  Miller  may  picture  Red  Riding  Hood  at  grand- 
mother's door. 

SCIENCE. 

Material. — The  Science  work,  so  far  as  possible,  is  based  on  the 
Literature.     Each  season  also  furnishes  a  bountiful  supply. 

First  Term,  Fall. 

Wild  rose;  pig;  dog  (as  typical  of  its  class),  fox,  wolf,  and  bear; 
preparation  of  trees  for  winter — autumn  leaves  and  buds  found  in  their 
axils;  nuts;  peaches,  plums;  pears;  grapes;  migration  of  the  robins 
and  blackbirds;  birds  that  remain  with  us,  viz.:  the  sparrow,  owl,  and 
crow;  snowbirds  and  chickadees. 

Second  Term,  Winter. 

Evergreen  trees — pines,  spruces,  cedars,  and  firs.  (Cones  collected 
in  the  fall);  horse  (as  typical);  donkey;  cat,  lion;  mouse  (typical),  rat, 
rabbit,  and  squirrel;  hen  (typical),  turkey,  and  pigeon.  Return  of 
birds — bluejay,  bluebirds^  robin. 


50  Analysis  of  Coursk  of  Study. 

Third  Term,  Spring. 

Germination  of  seeds — lima  beans,  peas,  corn,  and  morning-glory; 
trees — soft  maple,  elm,  and  larch,  also  cherry;  flowers — violet,  tulip, 
marsh  marigold,  daisy,  and  buttercup;  birds — wren,  meadow-lark, 
swallow,  catbird,  cowbird,  blackbird,  and  woodpecker. 

SCIENCE. 

Purpose. — 1.  To  make  the  children  more  observant.  2.  To  increase 
their  self-reliance.  3.  To  lead  the  children  to  think.  4.  To  give  them 
greater  intelligence.     5.  To  increase  their  usefulness. 

Method. — Choose  at  first  some  familiar  animal  or  plant  typical  of  a 
class.  1.  Ask  the  children  to  tell  all  they  know  about  the  object  before 
taking  it  before  the  class.  Quite  likely  some  may  think  that  they  know 
all  about  it.  The  effect  of  such  a  beginning  is  to  make  the  children 
doubtful  about  many  things  which  they  thoughtlessly  supposed  they 
knew.  They  then  become  more  attentive,  for  they  are  anxious  to  learn 
when  they  find  that  there  are  things  which  they  do  not  know.  2.  Much 
depends  on  the  proper  statement  of  an  aim.  It  should  be  so  stated  as 
to  appeal  strongly  to  the  child's  reasoning  power.  His  feelings  should 
be  touched  so  that  he  responds  in  a  manner  similar  to  this:  "Let  us  go  to 
work,  I  believe  we  can  find  that  out."  Thus  in  studying  the  trees  in 
the  fall,  this  aim  is  stated:  "Let  us  see  if  we  can  find  out  why  the 
leaves  do  not  stay  on  all  winter.'"  As  soon  as  this  aim  is  stated  the 
child,  finding  a  problem  to  work,  begins  on  it  at  once.  The  reason  that 
children  do  not  think  more  is  because  we  give  them  nothing  to  stimu- 
late thought.  3.  The  study  is  so  guided  that  one  point  leads  to  the 
next,  logically,  and  at  the  end  of  the  study  the  child  can  make  a  con- 
nected story  about  it,  covering  all  the  points  studied.  4.  Function  is 
largely  dealt  with  in  this  study  as  suggested  by  the  aim.  "Why  has 
the  cat  sharp  claws?"  rather  than  "How  many  claws  has  the  cat?" 
5.  Perfect  freedom  of  expression  is  allowed  the  child.  He  may  say 
"baby  plant"  instead  of  embryos.  It  means  much  more  to  him.  6.  This 
being  the  imaginative  period  of  the  child's  life,  he  is  not  only  allowed 
but  encouraged  to  dress  the  plants  and  animals  in  clothing  woven  by 
his  faney.  "The  dandelion's  hair  is  yellow,  but  when  it  gets  old  its  hair 
turns  gray.  Here  are  some  that  are  bald,  too."  7.  A  feeling  of  kinship 
to  animals  and  plants  is  encouraged.  Children  are  led  to  regard 
them  with  a  tender  feeling  akin  to  love. 

READINC. 

Material. — Stories  derived  from  the  literature  and  science  work  are 
made  the  basis  for  the  early  reading.  Earper's  First  Reader.  Cyr's 
Primer.     Todd  &  Powell's  First  Header.   Stick  ney's  First  Reader. 

Purpose  in  using  the  science  and  literature  stories  as  the  basis 
for  the  early  reading.  Before  the  child  can  become  a  good  reader 
there  are  a  large  number  of  forms — words,  which  he  must  master.  This 
learning  Of  forms  is  new  business  to  the  child,  and  unless  if  can  be 
made  attractive  is  a  severe  tax.  causing  the  child  to  tire  of  school    life. 

Tin-   child    Is  a   thoughtful    being,  and  likes  to  give  expression  to  his 
thoughts.     We  take  advantage  of  this  and  make  thoughts — the  child's 

own    thoughts  — a   covering   lor  these    forms.      In    this  dress  he  masters 


Illinois  State  Normal  University.  57 

them  with  pleasure  and  little  fatigue.  In  the  fore  part  of  none  of  the 
First  Readers  are  found  really  interesting  thoughts.  This  part  we 
bridge  over  by.  the  aid  of  the  Science  and  Literature. 

Method.  —  1.  A  classified  list  is  made  of  all  the  words  in  the  fore- 
part of  the  reader  we  wish  to  use-  -this  part  which  we  wish  to  bridge 
over. 

2.  The  teacher  wishes  to  pat  her  questions  to  the  reading  class  in 
such  a  manner  as  to  necessitate  their  use  of  these  words.  That  is  not  a 
very  hard  task.  For  example,  the  class  in  Science  have  been  studying 
the  toad.  The  teacher  wishes  to  develop  a  set  of  sentences  taken  from 
their  study  of  the  toad.  She  asks:  "What  did  you  see  this  morning  in 
a  cup,  John?"  John  replies,  "I  saw  some  eggs  in  a  cup."  (These 
words  all  are  found  in  Harper's  First  Reader.)  "We  will  let  the  chalk- 
say  what  John  said."  (Teacher  writes  the  story  at  the  board.)  As  soon 
as  all  know  this  story  as  a  whole,  the  teacher  asks,  "Were  they  hens' 
eggs?"'  What  then?  "They  were  toads'  eggs."  This  is  taught  as  a 
whole  and  the  first  sentence  reviewed.  These  sentences  are  followed  by 
others,  developed  by  questioning  the  children.  The  eggs  are  round. 
They  are  in  a  long  string.  A  baby  toad  came  from  an  egg.  It  swims 
as  a  fish  swims.  (With  the  exception  of  toad  these  words  are  all  in 
Harper's  Readers.)  They  now  know  the  sentences.  Taking  the  first 
sentence,  the  words  are  learned  from  it  by  their  position  in  the  sentence. 

3.  These  words  are  placed  in  columns  and  learned  by  reference  to 
like  ones  in  position  in  the  sentence.  Then  the  child  masters  the  word 
so  that  he  call  it  without  reference  the  sentence. 

4.  The  words  learned  are  placed  in  new  connections,  forming  new 
sentences.  They  get  the  thought  from  these  and  express  it — begin  to 
read  independently. 


PHONICS  AND  WORD  BUILDING. 

Material. — 1.  The  consonant  sounds  and  the  long  and  short  vowels. 
2.  Known  words  from  which  new  words  are  formed. 

Purpose. — To  enable  the  child  to  master  words  by  himself  and  be- 
come an  independent  reader. 

Method. — The  teacher,  for  a  number  of  days  before  beginning  the 
phonic  work,  breaks  some  of  the  simple  words  into  their  component 
parts  by  speaking  them  very  slowly.  The  children  begin  to  see  that  a 
word,  as  well  as  a  sentence,  "  falls  apart."  Taking  the  word  cup  from 
the  first  sentence  the  children  are  taught  the  sounds,  c- u  -  p.  Other 
words  that  they  have  learned  are  also  broken  up  in  the  same  way  and 
the  sounds  taught.  Then  from  these  sounds  new  words  are  constructed, 
always  using  a  known  word  for  the  basis;  e.g  ,  the  word  fish,  in  the  last 
sentence  given  by  the  children,  is  decapitated  and  only  ish  remains;  d 
is  writtep  on  the  board  and  sounded,  then  moved  up  in  front  of  ish. 
We  now  have  d-ish  or  dish.     W-ish  gives  wish. 


SPELLING. 

The  children  spell  by  sound  the  words  learned  in  Reading.  After- 
ward these  same  words  are  written  by  them  in  the  little  books  made  for 
the  purpose. 


Illinois  State  Normal  University.  59 

WRITTEN  LANGUAGE. 

Material. — Sentences  derived  from  the  Literature  and  Science. 

Purpose. — 1.  To  help  the  children  to  a  free  expression  of  their 
thoughts  in  writing.  2.  To  teach  the  use  of  capital  letters  at  the  be- 
ginning of  sentences  and  in  proper  nouns;  the  use  of  the  period  and 
question  mark  at  the  close  of  a  sentence;  indentation,  and  proper  mar- 
gins. 

Method. — The  teacher  writes  out  a  short,  connected  story,  similar 
to  the  one  in  Reading,  given  above,  in  which  the  words  are  all  familiar 
to  the  child.  She  asks  a  question  and  develops  the  first  sentence.  These 
sentences  are  previously  written  by  her  on  spaced  manilla  paper.  Now 
each  child  being  provided  with  a  sentence,  pen,  and  paper,  writes  the 
story  on  practice  paper  or  in  Bond's  Staff  Ruled  Copy  Book,  No.  3.  For 
the  first  few  weeks  these  copies  are  put  on  the  board  and  the  child 
copies  them  there.     Later,  no  spacing  is  necessary. 

NUMBER. 

Additions  of  numbers,  sums  not  to  exceed  ten;  Subtractions,  minu- 
end no  greater  than  ten;  Products,  up  to  ten;  Division,  the  dividend  not 
greater  than  ten.  All  fractional  parts  of  the  digital  numbers,  providing 
these  parts  be  integers.  Tables  of  weights  and  measures,  no  greater 
measuring  number  than  ten.  A  great  proportion  of  this  work  is  done 
with  objects,  but  before  the  end  of  the  year,  they  recite  the  tables  with- 
out objects  and  know  combinations  thoroughly.  To  test  them  in  this 
respect  charts  are  made. 

DRAWING,  MOLDING,   AND  SEWING. 

Material. — Objects  and  stories  taken  from  the  Literature  and 
Science. 

Purpose. — 1.  To  teach  the  children  to  express  their  thoughts  in 
other  ways  than  through  either  spoken  or  written  language.  2.  To 
make  them  more  observant.  3.  To  lead  to  greater  accuracy  in  copy- 
ing from  objects.  4.  To  develop  habits  of  neatness.  5.  To  render  the 
fingers  skillful,  as  in  manipulating  the  clay. 

Method. — 1.  In  the  Literature  Class  the  children  draw  the  stories 
they  study,  without  any  interference  on  the  part  of  the  teacher.  In 
the  Drawing  Class,  good  pictures  of  what  the  children  tried  to  express, 
are  placed  on  the  board  by  the  teacher,  and  they  are  helped  to  a  better 
expression  of  what  was  in  their  minds.  In  Sewing,  the  children  are  led 
to  draw  their  pictures,  prick  them,  then  sew,  independent  of  help.  In 
the  sewing  exhibited  the  pictures  were  drawn  by  the  teacher.  The 
children  did  the  pricking  and  sewing.  In  Molding,  the  children 
have  an  object  before  them,  as  an  orange,  which  they  imitate  as  closely 
as  possible  in  shape  and  markings.  2.  Moldings  of  forms  based  on 
sphere,  cube,  oblong,  square  and  triangular  prism,  and  hemisphere. 

COLOR  WORK. 

Material. — 1.  Representations  in  colored  papers  of  fruits  and  vege- 
tables studied  in  science.  2.  Circles,  squares,  and  triangles  of  colored 
papers  to  be  made  into  borders  and  rosettes. 


00  Analysis  of  Course  of  Study. 

Purpose. — 1.  To  teach  children  to  recognize  the  primary  and  sec- 
ondary colors.     2.  To  make  pleasing  combinations  in  color  and  form. 

Method. — 1.  For  fruit  work. — The  child  is  seated  at  a  table  and 
given  a  lemon.  He  represents  it  on  m  anil  la  paper.  When  he  has  a 
good  pattern  of  it  drawn,  he  cuts  it  from  the  paper  and  takes  his  lemon 
to  the  box  of  colored  papers,  where  he  matches  it  in  color.  Then  he 
lays  his  pattern  on  the  wrong  side  of  this,  marks  it  out,  and  afterward 
cuts  it  out.  Next  he  pastes  it  on  a  square  or  rectangular  piece  of  card- 
board. 2.  The  child  is  provided  with  circles,  squares,  or  triangles  in  col- 
ored paper  and  told  to  make  them  into  a  pretty  border.  If  the  design  is  a 
good  one,  he  is  allowed  to  paste  it.  If  he  shows  a  lack  of  good  taste, 
the  teacher  suggests  changes,  and  the  child  produces  a  better  border. 
The  rosettes  are  laid  in  the  same  way.  Originality  in  design  is  en- 
couraged. 

General  Exercises. 

1.  Songs  and  poems  appropriate  to  the  season  and  occasion.  (See 
list  of  songs  and  collections  of  poems  in  exhibit.) 

2.  Marches  and  games. 

3.  Stories  from  Kindergartens,  Vols.  I.,  II.,  III.,  and  IV.,  and  Sara 
Wiltse's  "Kindergarten  Stories,"  read  to  the  children.  Sometimes  a 
long  story  is  read,  a  little  being  given  each  day:  e.g.,  "Little  Lord 
Fauntleroy,"  or  "Little  Lame  Prince.'" 


Work  for  the  Second  Year. 


See  "Outline  of  Second  Grade  Work'1  in  Primary  Exhibit. 

Opening  Exercises. — Brief  devotional  exercises,  consisting  of  the 
Lord's  Prayer,  Beatitudes,  selected  Psalms,  verses  suited  to  the  sea- 
sons, and  songs. 

General 'Exercises : — Tales,  stories,  poems,  and  songs,  suited  to  the 
season,  and  in  connection  with  other  subjects.  Songs,  games,  march- 
ing, and  calisthenics. 

LITERATURE. 

First  Term. — Seven  Little  Sisters;  Christmas  Stories;  Thanksgiving 
Stories;  Poems  for  Fall  Flowers. 

Second  Term. — Each  and  All;  Poems  from  Longfellow;  Story  of  Lin- 
coln; Myths  from  Hiawatha;  Story  of  Washington;  Moon  Stories. 

Third  Term.  —  First  half  of  Robinson  Crusoe;  Poems  of  Spring, 
Flowers,  and  Birds. 

SCIENCE. 

First  Term. — Cocoa  nut,  Bamboo,  Rice,  Tea,  Silkworm,  Bee,  Ant, 
Monkey,  Parrot.  Camel.  Ostrich,  Chamois,  Squirrel,  Reindeer,  Polar 
Rear. 

Second  Term. — Seal,  Whale,  Owl,  Frost,  Snow.  Rain,  Hail,  Willow, 
Lilac,  Peach  Buds. 


Illinois  State  Nokmal  University.  61 

Third  Term. — Germination  of  Bean,  Squash,  Sweet  Pea,  Norway 
Maple,  Box  Elder,  Balm  of  Gilead,  Violet,  Buttercup,  Spring  Beauty, 
Dandelion,  Thrush,  Oriole,  Blue  Jay.  (All  material  for  the  year  is 
taken  from  the  Literature,  or  furnished  by  the  season.) 

READING. 

First  Term. — Barnes'  Second  Reader.  For  supplementary,  Parker's 
Second. 

Second  Term. — Stickney's  Second.     Easy  Steps,  for  supplementary. 

Third,  Term. — Harper's  Second.  Supplementary,  Nature  Stories  by 
Bass  or  Todd,  and  Powell's  Second. 

NUMBER. 

Combinations  to  30;  Additions  and  Subtractions  to  100;  Roman  Nu- 
merals to  30.  Begin  Cropsey's  Elementary  Arithmetic;  Addition  and 
Subtraction. 

WRITING. 

Capital  letters  and  a  review  of  the  small  letters.  Penholding  and 
Position. 

SPELLING. 

Written  Spelling  each  day;  Words  taken  from  the  Reading  or  other 
studies. 

PHONICS. 

Word-building  continued;  New  words  in  the  Reading  spelled  by 
sound;  Making  of  long  and  short  vowels. 

WRITTEN  LANGUAGE. 

Short  compositions  written  upon  the  subjects  studied  in  Literature 
or  Science. 

DRAWING. 

Form  Study. — Review  sphere,  cube,  cylinder,  hemisphere,  and 
prisms;  study  ellipsoid,  ovoid,  and  vase  forms.  Clay. — Model  objects 
based  on  the  forms  studied;  also  objects  in  connection  with  other  sub- 
jects. Drawing. — Draw  objects  studied  in  connection  with  Drawing 
and  other  subjects.  Color. — Water  colors  used  in  painting  fruits  and 
flowers;  colored  papers  for  simple  rosettes  and  crosses. 


Work  for  the  Third  Year. 


For  more  definite  work,  see  "Outlines  for  Third  Grade"  in  Primary 
Exhibit. 

Opening  Exercises. — Brief  devotional  exercises,  consisting  of  verses 
from  the  bible  appropriate  to  the  season,  hymns,  prayers  in  song  and 
verse,  and  morning  songs. 


62  Analysis  op  Course  of  Study. 

General  Exercises. — Talks,  stories,  poems,  and  songs  suited  to  the 
season  or  other  work,     Marches,  games,  and  calisthenics. 


LITERATURE. 

First  Term. — Complete  Robinson  Crusoe;  Story  of  Thanksgiving; 
Poems  for  Autumn  and  Winter. 

Second  Term. — The  Golden  Touch;  The  Miraculous  Pitcher;  The 
Three  Golden  Apples;  The  Paradise  of  Children;  Story  of  Washington, 
Lincoln,  and  Longfellow;  Myths  from  Hiawatha;  Poems  from  Long- 
fellow. 

Third  Term. — The  Pomegranate  Seeds;  The  Golden  Fleece;  The 
Pygmies;  Circe's  Palace;  Study  of  the  Indian;  Poems  and  Legends  of 
Flowers. 

SCIENCE. 

First  Term. — Fall  flowers,  fruits,  vegetables,  seeds,  grains,  and  the 
preparations  for  winter. 

Second  Term. — Wool,  leather,  furs,  fur-bearing  animals,  cotton, 
silk,  linen,  straw,  and  rubber.     Buds. 

Third  Term. — White  Ash,  Tulip  Tree,  Red  Bird,  Birch,  Violet,  Cro- 
cus, Narcissus,  Lily  of  the  Valley,  Bobolink,  and  a  review  of  the  com- 
mon birds. 

READING. 

First  Term. — Barnes's  Third  Reader.  For  Supplementary,  Scud- 
der's  Folk  Stories. 

Second  Term. — Complete  Barnes's  Third  and  begin  Harper's  Third. 
For  supplementary,  complete  Folk  Stories  and  begin  Stickney's  Third. 

Third  Term. — Complete  Harper's  Third,  also  Stickney's  Third. 
Throughout  the  year  the  pupils  read  selections  on  the  board  taken 
from  the  Literature  and  Science. 


NUMBER. 

A  review  of  the  second  year's  work.  Cropsey's  Elementary  Arith- 
metic; combinations  through  100;  Roman  Numerals  to  100;  concrete 
work  with  picturing  of  problems;  multiplication  tables;  Addition,  Sub- 
traction, Multiplication,  and  Short  Division.  Cook  and  Cropsey's  Ele- 
mentary Arithmetic  to  Part  II. 


GEOGRAPHY. 

First  Term. — Food  Products  and  Clothing. 

Second  Term. — Position,  direction,  cardinal  points,  distance,  scale; 
map  of  the  school  room,  school  yard,  and  vicinity. 

Third  Term. — Buildings  and  Materials;  Home  Government;  Local 
industries;  Roads  and  Bridges;  Town  and  Public  Buildings;  Local 
Commerce;  Local  Surface  Features. 


t 


